Evaluación de estrategias y autorregulación del aprendizaje en estudiantes universitarios.

Abstract

The aim of the research was to determine the strategies of self-regulation of learning used by university students in the second and third semester of the psychology program at the University of Pamplona, taking into account that the self-regulation of learning is defined as; from a broad sense it implies the action of behaviours in which the subjects regulate their activities in such a way as to maintain the approach to achieving achievements, which includes, maintaining control over cognitive, affective and behavioural aspects, as well as influence and adaptation to the environment in which it is present. (Zimmerman, 2002) and that it is also a system that influences dropout rates and academic performance. The study is approached from a quantitative approach with descriptive. The results assume that the vast majority of participants maintain strategies that allow them to persist in the task because they believe that in doing so they will eventually succeed, in this sense many possess skills in self-efficacy, information search and learning, However, another percentage of them have difficulties in terms of planning, organization of time and study spaces, as well as disadvantages in terms of concentration and attention, since they do not strive to adhere to adequate study space.