Resumen de Uso del portafolios electrónico en el alumnado universitario y el papel de la autorregulación

M. Carmen Blanco Gandía, Ginesa López Crespo, Sara Escriche Martínez, Teresa Isabel Jiménez Gutiérrez

• Higher education continually struggles with the challenge of fostering student engagement and holistic development. Innovative methodologies, such as electronic portfolios, have emerged as promising tools to enhance the educational experience and promote autonomous learning. Alongside class activities, electronic portfolios enable students to engage in individual reflections, showcasing acquired competencies and contemplating their learning journey. Our previous research has shown enhancements in situational motivation, self-efficacy, and academic commitment among students. This study introduces a new variable, self-regulation, to explore its relationship with the use of electronic portfolios in improving student performance and fostering meaningful learning. We examined 45 students over two academic years, gathering data at four time points. Instruments included the Academic Self-Efficacy Scale (Palenzuela, 1983), an adapted Utrecht Work Engagement Scale (Schaufeli et al., 2006), and the Self-Regulation Questionnaire (Pichardo-Martínez et al., 2014). Pearson correlations and repeated measures revealed a significant, positive correlation between self-efficacy, academic commitment, and self-regulation. Moreover, the ANOVA showed an improvement in students’ self-efficacy, particularly at T3 and T4 compared to the baseline T1. This study expands our understanding of electronic portfolios’ impact on higher education by integrating self-regulation. Results underscore the positive influence of electronic portfolios on self-efficacy and academic commitment. Future research should focus on implementing value-based interventions through electronic portfolios to strengthen self-regulation skills and learning strategies.