Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)

Zapata, L. (Lucía)|||/items/a02dfc10-edc6-468f-b324-19a226358b70; Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e; Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8; González-Torres, M.C. (María Carmen)|||/items/181eaf2f-7e89-4584-a070-61693e9519bb; Artuch-Garde, R. (Raquel)|||/items/aa692761-db9b-496c-8856-b5c8b3a8de79

Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)

ional context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable...

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Detalles Bibliográficos
Autores:	Zapata, L. (Lucía)\|\|\|/items/a02dfc10-edc6-468f-b324-19a226358b70, Fuente-Arias, J. (Jesús) de la\|\|\|/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e, Martínez-Vicente, J.M. (José Manuel)\|\|\|/items/502b3202-92b5-494e-88bc-b7ce535797f8, González-Torres, M.C. (María Carmen)\|\|\|/items/181eaf2f-7e89-4584-a070-61693e9519bb, Artuch-Garde, R. (Raquel)\|\|\|/items/aa692761-db9b-496c-8856-b5c8b3a8de79
Tipo de recurso:	artículo
Fecha de publicación:	2014
País:	España
Institución:	Universidad de Navarra
Repositorio:	Dadun. Depósito Académico Digital de la Universidad de Navarra
Idioma:	inglés
OAI Identifier:	oai:dadun.unav.edu:10171/55851
Acceso en línea:	https://hdl.handle.net/10171/55851
Access Level:	acceso abierto
Palabra clave:	Psicología 3p model Didepro model Personal self-regulation Coping strategies Self-regulated learning

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spelling	Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)Zapata, L. (Lucía)\|\|\|/items/a02dfc10-edc6-468f-b324-19a226358b70Fuente-Arias, J. (Jesús) de la\|\|\|/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45eMartínez-Vicente, J.M. (José Manuel)\|\|\|/items/502b3202-92b5-494e-88bc-b7ce535797f8González-Torres, M.C. (María Carmen)\|\|\|/items/181eaf2f-7e89-4584-a070-61693e9519bbArtuch-Garde, R. (Raquel)\|\|\|/items/aa692761-db9b-496c-8856-b5c8b3a8de79Psicología3p modelDidepro modelPersonal self-regulationCoping strategiesSelf-regulated learningional context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and copingDadun. Depósito Académico Digital Universidad de Navarra20182018-11-1920142014-01-0120142014-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10171/55851reponame:Dadun. Depósito Académico Digital de la Universidad de Navarrainstname:Universidad de NavarraInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:dadun.unav.edu:10171/558512026-06-21T12:47:57Z
dc.title.none.fl_str_mv	Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)
title	Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)
spellingShingle	Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process) Zapata, L. (Lucía)\|\|\|/items/a02dfc10-edc6-468f-b324-19a226358b70 Psicología 3p model Didepro model Personal self-regulation Coping strategies Self-regulated learning
title_short	Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)
title_full	Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)
title_fullStr	Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)
title_full_unstemmed	Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)
title_sort	Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)
dc.creator.none.fl_str_mv	Zapata, L. (Lucía)\|\|\|/items/a02dfc10-edc6-468f-b324-19a226358b70 Fuente-Arias, J. (Jesús) de la\|\|\|/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e Martínez-Vicente, J.M. (José Manuel)\|\|\|/items/502b3202-92b5-494e-88bc-b7ce535797f8 González-Torres, M.C. (María Carmen)\|\|\|/items/181eaf2f-7e89-4584-a070-61693e9519bb Artuch-Garde, R. (Raquel)\|\|\|/items/aa692761-db9b-496c-8856-b5c8b3a8de79
author	Zapata, L. (Lucía)\|\|\|/items/a02dfc10-edc6-468f-b324-19a226358b70
author_facet	Zapata, L. (Lucía)\|\|\|/items/a02dfc10-edc6-468f-b324-19a226358b70 Fuente-Arias, J. (Jesús) de la\|\|\|/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e Martínez-Vicente, J.M. (José Manuel)\|\|\|/items/502b3202-92b5-494e-88bc-b7ce535797f8 González-Torres, M.C. (María Carmen)\|\|\|/items/181eaf2f-7e89-4584-a070-61693e9519bb Artuch-Garde, R. (Raquel)\|\|\|/items/aa692761-db9b-496c-8856-b5c8b3a8de79
author_role	author
author2	Fuente-Arias, J. (Jesús) de la\|\|\|/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e Martínez-Vicente, J.M. (José Manuel)\|\|\|/items/502b3202-92b5-494e-88bc-b7ce535797f8 González-Torres, M.C. (María Carmen)\|\|\|/items/181eaf2f-7e89-4584-a070-61693e9519bb Artuch-Garde, R. (Raquel)\|\|\|/items/aa692761-db9b-496c-8856-b5c8b3a8de79
author2_role	author author author author
dc.contributor.none.fl_str_mv	Dadun. Depósito Académico Digital Universidad de Navarra
dc.subject.none.fl_str_mv	Psicología 3p model Didepro model Personal self-regulation Coping strategies Self-regulated learning
topic	Psicología 3p model Didepro model Personal self-regulation Coping strategies Self-regulated learning
description	ional context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping
publishDate	2014
dc.date.none.fl_str_mv	2014 2014-01-01 2014 2014-01-01 2018 2018-11-19
dc.type.none.fl_str_mv	journal article http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv	info:eu-repo/semantics/article
format	article
dc.identifier.none.fl_str_mv	https://hdl.handle.net/10171/55851
url	https://hdl.handle.net/10171/55851
dc.language.none.fl_str_mv	Inglés eng
language_invalid_str_mv	Inglés
language	eng
dc.rights.none.fl_str_mv	open access http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv	info:eu-repo/semantics/openAccess
rights_invalid_str_mv	open access http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.none.fl_str_mv	application/pdf
dc.source.none.fl_str_mv	reponame:Dadun. Depósito Académico Digital de la Universidad de Navarra instname:Universidad de Navarra
instname_str	Universidad de Navarra
reponame_str	Dadun. Depósito Académico Digital de la Universidad de Navarra
collection	Dadun. Depósito Académico Digital de la Universidad de Navarra
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score	15.301603

Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)

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