Full metadata record
DC Field | Value | Language |
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dc.creator | Zapata, L. (Lucía) | - |
dc.creator | Fuente-Arias, J. (Jesús) de la | - |
dc.creator | Martínez-Vicente, J.M. (José Manuel) | - |
dc.creator | González-Torres, M.C. (María Carmen) | - |
dc.creator | Raquel | - |
dc.date.accessioned | 2018-11-19T11:49:36Z | - |
dc.date.available | 2018-11-19T11:49:36Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Zapata, L.; de la Fuente-Arias, J. (Jesús Enrique); Martínez-Vicente, J. (José Manuel); et al. "Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)". Infad. Psicología de la infancia y la adolescencia. 1 (4), 2014, 175 - 186 | es |
dc.identifier.issn | 0214-9877 | - |
dc.identifier.uri | https://hdl.handle.net/10171/55851 | - |
dc.description.abstract | ional context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping | - |
dc.language.iso | en | - |
dc.rights | info:eu-repo/semantics/openAccess | - |
dc.subject | Psicología | - |
dc.subject | 3p model | - |
dc.subject | Didepro model | - |
dc.subject | Personal self-regulation | - |
dc.subject | Coping strategies | - |
dc.subject | Self-regulated learning | - |
dc.title | Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process) | - |
dc.type | info:eu-repo/semantics/article | - |
dc.identifier.doi | 10.17060/ijodaep.2014.n1.v4.601 | - |
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