Relación de Autorregulación del Aprendizaje y Autoeficacia General con las Metas Académicas de Estudiantes Universitarios

Abstract

Based on Social Cognitive Theory and Learning Theories, the aim of the study is to analyze the relationship between learning self-regulation and self-efficacy beliefs in the dimensions of the academic goals of university students. The sample is composed of 231 participants belonging to a Chilean Public University, whose careers are associated with the sciences of economics, engineering, health, social sciences and humanities. The participants completed three self-report instruments with an approximate timing of 15 minutes. Three models were tested through linear regression analysis with the statistical package SPSS (v. 22.0). The results show that Model 1 (M1= Self-regulation learning and General self-efficacy to Academic goals) presents the best indicators to explain the academic goals in its sub-dimension learning goals, with an explained variance of 43%. It is concluded that the University must promote actions that support university students for designing their learning goals.