Bibliographic citations
Medina, C., (2024). “Clima de aprendizaje, autoeficacia y autorregulación académica en estudiantes del primer ciclo de un instituto superior privado de Lima Metropolitana” [Universidad Peruana Cayetano Heredia]. https://hdl.handle.net/20.500.12866/16561
Medina, C., “Clima de aprendizaje, autoeficacia y autorregulación académica en estudiantes del primer ciclo de un instituto superior privado de Lima Metropolitana” []. PE: Universidad Peruana Cayetano Heredia; 2024. https://hdl.handle.net/20.500.12866/16561
@mastersthesis{renati/1281956,
title = "“Clima de aprendizaje, autoeficacia y autorregulación académica en estudiantes del primer ciclo de un instituto superior privado de Lima Metropolitana”",
author = "Medina Martinez, Cynthia",
publisher = "Universidad Peruana Cayetano Heredia",
year = "2024"
}
The purpose of this study is to propose an association between the learning climate, academic self-regulation and academic self-efficacy. The research design was explanatory. 212 students from the first cycle of a private higher institute in Metropolitan Lima participated, where 110 (51.9%) were men and 102 (48.1%) were women, aged between 18 and 38 years (Mean = 20.9, Standard Deviation = 3.62). The measurement instruments to be used were the learning climate questionnaire, the academic self-regulation questionnaire and the self-efficacy scale for academic situations. Among the results obtained, it was shown that the autonomy dimension has positive effects on academic self-efficacy while the control dimension and the learning climate variable do not demonstrate significant effects. In conclusion, it is possible to understand that first cycle students need to increase their autonomy so that their academic self-efficacy beliefs increase and this allows them to pursue educational goals.
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