Autorregulación y trabajo autónomo del estudiante en una actividad de aprendizaje basada en TIC

Translated title of the contribution: Self-regulation and students' autonomous task in an ICT-nased learing activity

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Abstract

This work analyses a self-regulation strategies in autonomous task in an ICT-based learning activity. Participants were 53 psychology undergraduates at the Universidad Autónoma de Barcelona who made a practice in Attention and Perception Psychology. The aims, contents, materials and assessment of the practice were implemented in a virtual environment. We applied several questionnaires in order to identify the students' self-assessments about their self-regulatory activity and participation level. The results showed that cognitive dimension components in the self-regulation construct (conception of learning and metacognitive strategies) are significantly interrelated. However, this dimension does not account for the differences found in self-assessments students' active participation. With regard to motivational dimension factors (goal orientation and self-efficacy), a significant relation between them is observed, but only self-efficacy explains the differences found in self-assessments' active participation.© 2008, Facultat de Psicologia Universitat de Barcelona.
Translated title of the contributionSelf-regulation and students' autonomous task in an ICT-nased learing activity
Original languageMultiple languages
Pages (from-to)311-331
JournalAnuario de Psicologia
Volume39
Issue number3
Publication statusPublished - 1 Dec 2008

Keywords

  • Conception of learning
  • E-learning
  • Learning strategies
  • Self-regulation
  • Students' autonomous task

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