Dificultades de aprendizaje en estudiantes universitarios de primer año

Abstract

First year at university challenges students in developing autonomous skills of learning behavior to attain successful academic outcomes. Successful students are recognized by their self-regulated learning strategies and by the adoption of a deep approach to learning. Relations between these variables are examined in first year students of eight courses at Universidad de Concepción, Province of Concepción, Chile. Outcomes show a significant relation between these variables. Implications and projections in search of self-regulated learning strategies fostering programs are discussed.