Self-regulated learning in university students apply in methodological strategies

Abstract

In highereducation, studentsmustfacetheirlearning in anintentional, autonomous and effectiveway; In thissense, theobjectiveofthepresentstudywas to determine

theinfluenceoftheapplicationofmethodologicalstrategies in self-regulatedlearning in studentsofthe curricular experienceofphilosophyof a PrivateUniversityof Lima - Peru. Theresearchhad a quantitativeapproach and a pre-experimentaldesign, withtheparticipationof 50 V cyclestudents to whomtheself-regulatedlearninginventory (SRL) wasapplied(Lindner et al., 1996) . According to the descriptive analysis, thestudentspresentedimprovements in self-regulatedlearning after theapplicationofmethodologicalstrategies, goingfrom a verylowlevelof 36% in thepre-test to a highlevelwith 46% in thepost-test. Finally,

itwasdeterminedthatmethodologicalstrategiessignificantlyinfluencestudents' self-regulatedlearning; beingsignificantalso in the 'executive, cognitive, motivational and environmental control' dimensions, so itisveryimportant to applythe fundamental processesinvolved in self-regulatedlearningwhenthestudentisstudyingindividually and in virtual contexts.