Bibliographic citations
Yucra, R., Campomanes, A. (2024). Motivación académica y autorregulación del aprendizaje en universitarios limeños en modalidad híbrida y virtual [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/675733
Yucra, R., Campomanes, A. Motivación académica y autorregulación del aprendizaje en universitarios limeños en modalidad híbrida y virtual [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2024. http://hdl.handle.net/10757/675733
@misc{renati/631871,
title = "Motivación académica y autorregulación del aprendizaje en universitarios limeños en modalidad híbrida y virtual",
author = "Campomanes Galindo, Alejandra Ana",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2024"
}
Introduction: The COVID-19 pandemic has transformed education in Peru, shifting from face-to-face to virtual modalities, leading to an increase in university dropout rates. This study investigates how motivation and self-regulated learning affect university students in Lima participating in hybrid and virtual modalities. These aspects are critical for academic performance and adaptation to the new educational context. The absence of these elements can disorient students in their learning process, negatively impacting their performance. Objective: To establish the relationship between academic motivation and self-regulated learning. Method: A non-probabilistic convenience sampling was used, with a sample of 169 participants from private universities (86 in hybrid modality and 83 in virtual modality). The Educational Motivation Scale (EMS) and the Learning Self-Regulation Questionnaire (LSRQ) were used to evaluate these constructs. Results: Significant correlations were found between motivation and self-regulated learning in both modalities. The dimensions of intrinsic motivation and autonomy showed strong and direct correlations ( rs r s = .69; rs r s = .54), and in the hybrid modality, the dimensions of extrinsic motivation and autonomy also showed a positive correlation ( rs r s = .58). Discussion: The study highlights that higher academic motivation is related to greater self-regulation of learning among university students.
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