Un modelo explicativo de las orientaciones de meta sobre la autorregulación del aprendizaje
The objective of this work was to suggest a model of causal relationships between goal orientations (task, ego self-enhancing, ego self-defeating and effort avoidance goals) and cognitive (rehearsal, organization, and elaboration) and self-regulatory (help seeking, time and effort management, and me...
| Autores: | , , , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2001 |
| País: | España |
| Recursos: | Universidad de Murcia |
| Repositório: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/45015 |
| Acesso em linha: | http://hdl.handle.net/10201/45015 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Aprendizaje autorregulado Estrategias de aprendizaje Metas académicas Self-regulated learning Learning strategies Academic goals |
| Resumo: | The objective of this work was to suggest a model of causal relationships between goal orientations (task, ego self-enhancing, ego self-defeating and effort avoidance goals) and cognitive (rehearsal, organization, and elaboration) and self-regulatory (help seeking, time and effort management, and metacognitive self-regulation and study environment) learning strategies. The sample included 632 university students. Results found in this study provide support to suggest that the types of goals that students pursue have important implications for self-regulatory and cognitive strategies. Furthermore, it was obtained a chain of causal influences between self-regulatory variables. Finally, this model let us understand the operation of multiple goals pursuit so cognitive and self-regulatory learning strategies use depend in part on the joint and interactive effects of the academic goals. |
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