Regístrese
Buscar en
Revista de Psicodidáctica (English Edition)
Toda la web
Inicio Revista de Psicodidáctica (English Edition) Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning S...
Journal Information
Vol. 24. Issue 1.
Pages 1-8 (January - June 2019)
Share
Share
Download PDF
More article options
ePub
Visits
3
Vol. 24. Issue 1.
Pages 1-8 (January - June 2019)
Original
DOI: 10.1016/j.psicoe.2018.09.001
Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use
El papel mediador de la autoeficacia y la utilidad entre el conocimiento y el uso de estrategias de autorregulación del aprendizaje
Visits
3
Rebeca Cerezoa, Estrella Fernándeza,
Corresponding author
fernandezestrella@uniovi.es

Corresponding author.
, Natalia Amieiroa, Antonio Valleb, Pedro Rosárioc, José Carlos Núñeza
a Department of Psychology, University of Oviedo, Spain
b Department of Psychology and Education, University of A Coruña, Spain
c Department of Psychology, University of Minho, Portugal
This item has received
3
Visits
Article information
Abstract
Full Text
Bibliography
Download PDF
Statistics
Figures (4)
Show moreShow less
Tables (4)
Table 1. Strategies trained and their distribution in the eTRAL program
Table 2. Descriptive statistics of the variables in de SEM model for the two moments of measurement (pretest and posttest)
Table 3. Pearson correlation matrix of the total posttest sample
Table 4. Criteria for the adjustment of the SEM models
Show moreShow less
Abstract

Interventions designed to improve academic self-regulation must consider the importance of motivational variables and the relationship between them to improve the self-regulatory strategies use. The main aim of this study is to analyze how training in self-regulated learning strategies is related to improvements in knowledge of those strategies, self-efficacy in using those strategies, their perceived usefulness, and their effective use in academic learning tasks. In addition to direct effects, we explore how those multiple determinants interact directly and indirectly with each other. We used a quasi-experimental pretest–posttest design with a control group (n=206) and an experimental group (n=167), of university students. Control group students followed their usual instructional processes. Students from the experimental group received training in self-regulated learning in addition to their usual instruction. The intervention produced a statistically significant improvement in knowledge of self-regulated learning strategies, which was associated with a significant improvement in self-efficacy in using those strategies. However, increases in knowledge and perceived competence in use were not associated with an improvement in perceived usefulness of the strategies. There were no previous studies that have examined the mediating role played by both student self-efficacy and perceived value for strategy use. Significant implications for teaching and intervention planning were extracted. Competent behavior largely depends on acquiring knowledge and skills, but knowing, training, and be motivated is not enough in self-regulating learning.

Keywords:
Self-regulated learning
Usefulness
Self-efficacy
Higher education
Resumen

Las intervenciones diseñadas para mejorar la autorregulación académica deben considerar la importancia de las variables motivacionales, y la relación entre ellas, para mejorar el uso de estrategias de autorregulación del aprendizaje. El objetivo fundamental del estudio se ha centrado en analizar cómo el entrenamiento en estrategias de autorregulación del aprendizaje está relacionado con el incremento en el conocimiento de estas estrategias, con la autoeficacia percibida para su uso, la utilidad percibida de las mismas y el uso efectivo de estas estrategias en las tareas de aprendizaje. Para ello, se ha utilizado un diseño cuasi-experimental pretest-postest, con un grupo control (n=206) y un grupo experimental (n=167) de estudiantes universitarios. Los estudiantes del grupo experimental han recibido, además de participar en la instrucción habitual como el grupo control, un entrenamiento extra en el uso de estrategias de autorregulación del aprendizaje. La intervención ha favorecido una mejora estadísticamente significativa del conocimiento de estrategias de autorregulación del aprendizaje, asociada a una mejora significativa en la percepción de autoeficacia para el uso de esas estrategias. Sin embargo, el incremento en conocimiento de estrategias de autorregulación del aprendizaje y de la competencia percibida para ponerlas en práctica no ha favorecido una mejora en la utilidad percibida del uso de las mismas. No hay estudios previos que hayan examinado el papel mediador desempeñado por la autoeficacia del estudiante y la utilidad percibida en el uso de las estrategias, por lo que se han extraído implicaciones significativas para la enseñanza y la planificación de la intervención. El comportamiento competente depende, en gran medida, de la adquisición de conocimientos y habilidades, pero el conocimiento, la capacitación y la motivación no son suficientes en el aprendizaje autorregulado.

Palabras clave:
Autorregulación del aprendizaje
Utilidad percibida
Autoeficacia
Educación superior

Article

These are the options to access the full texts of the publication Revista de Psicodidáctica (English Edition)
Subscriber
Subscriber

If you already have your login data, please click here .

If you have forgotten your password you can you can recover it by clicking here and selecting the option “I have forgotten my password”
Contact
Phone for subscriptions and reporting of errors
From Monday to Friday from 9 a.m. to 6 p.m. (GMT + 1) except for the months of July and August which will be from 9 a.m. to 3 p.m.
Calls from Spain
932 415 960
Calls from outside Spain
+34 932 415 960
E-mail
Article options
Tools
es en pt

¿Es usted profesional sanitario apto para prescribir o dispensar medicamentos?

Are you a health professional able to prescribe or dispense drugs?

Você é um profissional de saúde habilitado a prescrever ou dispensar medicamentos

es en pt
Política de cookies Cookies policy Política de cookies
Utilizamos cookies propias y de terceros para mejorar nuestros servicios y mostrarle publicidad relacionada con sus preferencias mediante el análisis de sus hábitos de navegación. Si continua navegando, consideramos que acepta su uso. Puede cambiar la configuración u obtener más información aquí. To improve our services and products, we use "cookies" (own or third parties authorized) to show advertising related to client preferences through the analyses of navigation customer behavior. Continuing navigation will be considered as acceptance of this use. You can change the settings or obtain more information by clicking here. Utilizamos cookies próprios e de terceiros para melhorar nossos serviços e mostrar publicidade relacionada às suas preferências, analisando seus hábitos de navegação. Se continuar a navegar, consideramos que aceita o seu uso. Você pode alterar a configuração ou obter mais informações aqui.