Relación entre el Aprendizaje Autorregulado y Rendimiento Académico en Estudiantes de Ingeniería Industrial de Universidades de Trujillo 2017

Abstract

The concepts of self-regulated learning are relevant in a process involving the relationships of work, professional training and society. During the COVID-19 pandemic with the virtuality of teaching, its study became more attractive. The objective of the research was to establish the relationship that exists between self-regulated learning and academic performance in students of Industrial Engineering of the V, VI, VII and VIII cycle in the academic semester 2017-I, in universities of Trujillo, applying the Self-Regulated Learning Inventory (SRLI) Norabuena 2011, an adapted version of Lindner, Harris and Gordon 1992. Pearson's correlation coefficient was used for the analysis, at a significance level of 0.01. The results obtained in the correlation matrix, in university V is 0.777 and in university N is 0.854 and overall is 0.822. These results allowed concluding that there is a positive and statistically significant relationship for the level of self-regulated learning in its total scale, as well as the subscales: executive, cognitive, motivation and environmental control, and the level of academic performance, according to Pearson's correlation test. The results of the research imply a support to teachers to transform their role in the classroom.