Autorregulación, metas y atribuciones causales en estudiantes de Pedagogía.
- Autores: María Victoria Pérez Villalobos, Alejandro E. Díaz Mujica
- Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 2, Nº. 1, 2013, págs. 213-218
- Idioma: español
- Enlaces
- Dialnet Métricas: 1 Cita
-
Resumen
- English
To measure self-regulated learning, study goals and causal attributions, the Cuestionario de Formas de Estudio y Metas de Estudio and Sydney Attribution Scale were applied to pedagogy of sciences 189 students from Universidad de Concepcion, Concepcion, Chile.
There are direct correlations (r = .30, p <.01) between self-regulated learning strategies and the adoption of learning goals and between strategies provision and adequate success attribution, and inverse relations between self-regulated learning strategies and adequate failure attribution.
Results and their implications to self-regulated learning fostering are discussed.
- English
To measure self-regulated learning, study goals and causal attributions, the Cuestionario de Formas de Estudio y Metas de Estudio and Sydney Attribution Scale were applied to pedagogy of sciences 189 students from Universidad de Concepcion, Concepcion, Chile.
There are direct correlations (r = .30, p <.01) between self-regulated learning strategies and the adoption of learning goals and between strategies provision and adequate success attribution, and inverse relations between self-regulated learning strategies and adequate failure attribution.
Results and their implications to self-regulated learning fostering are discussed.
- English
