Citas bibligráficas
Luna, H., (2022). Enfoques de Aprendizaje y Autorregulación Académica en Universitarias de Educación Inicial [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/10654
Luna, H., Enfoques de Aprendizaje y Autorregulación Académica en Universitarias de Educación Inicial []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2022. https://repositorio.une.edu.pe/handle/20.500.14039/10654
@mastersthesis{renati/1023717,
title = "Enfoques de Aprendizaje y Autorregulación Académica en Universitarias de Educación Inicial",
author = "Luna Villar, Heddy Luz",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2022"
}
The objective of this research work was the relationship between learning approaches and academic self-regulation in the Faculty of Initial Education of the National University of Education during the 2017-II semester. The students from cycles II, IV and VI of studies were selected as the population. The stratified sample consisted of students, selected randomly. The research had a quantitative approach, correlational scope, and a non-experimental cross-sectional design. The information was collected with the Revised Study Processes Questionnaire and the Academic Self-Regulation Questionnaire. The instruments were re-evaluated for their content validity properties with the expert judgment technique and Aiken's V coefficient, and reliability with Cronbach's alpha. The statistical analysis of the data was done with the non-parametric Spearman correlation test for the correlational hypotheses (general and specific). The results reported direct and statistically significant moderate correlations between the variables learning approaches and academic self-regulation, as well as between the learning approaches and most of the dimensions of academic self-regulation (classroom recreation, achievement orientation and compliance orientation. teacher's expectations). This was not the case with the dimensions of orientation towards compliance with social expectations and avoidance of punishment and shame of academic self-regulation, which showed inverse and significant relationships with the learning approaches of students in the initial and middle cycles of initial education.
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