Self-regulation and Learning Strategies of Beginner and Advanced University Students

Cecilia Belletti, Denise Vaillant
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引用次数: 0

Abstract

The authors analyze the self-regulation learning processes of university students from a degree in the area of computer systems in a private University in Uruguay. An analysis is made of the main features that characterize self-regulation processes drawn from a quant-qual investigation based on a pre-existing questionnaire adapted to this particular context. Such is the Motivated Strategies for Learning Questionnaire (MSLQ), which was administered to 187 students; semi-structured interviews were also carried out to 10 students. Among the most important results of the study, it is worth emphasizing the high level of intrinsic and extrinsic motivation and the diversity in the self-regulation learning strategies used by beginner and advanced students. Concerning the cognitive strategies, students mainly use deep information-processing strategies. Some of the self-regulation processes are developed in keeping with the beginner and advanced students' academic progress.
大学生自我调节与学习策略研究
作者分析了乌拉圭一所私立大学计算机系统专业大学生的自我调节学习过程。分析了自我调节过程的主要特征,这些特征来自基于适应这一特定背景的预先存在的问卷的定量调查。例如,对187名学生实施的学习动机策略问卷(MSLQ);对10名学生进行了半结构化访谈。在本研究最重要的结果中,值得强调的是内在动机和外在动机的高水平以及初学者和高级学生使用的自我调节学习策略的多样性。在认知策略方面,学生主要使用深度信息加工策略。一些自我调节过程的发展与初级和高级学生的学术进步保持一致。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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17
审稿时长
24 weeks
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