Resumen de Autorregulación, metas y atribuciones causales en estudiantes de Pedagogía.

María Victoria Pérez Villalobos, Alejandro E. Díaz Mujica

• 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.