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 contribution||Self-regulation and students' autonomous task in an ICT-nased learing activity|
|Original language||Multiple languages|
|Journal||Anuario de Psicologia|
|Publication status||Published - 1 Dec 2008|
- Conception of learning
- Learning strategies
- Students' autonomous task