Invariant and suboptimal trajectories of self-regulated learning during secondary school: implications focused on quality in higher education

Frontiers in Psychology

Psychology

Fabiola Sáez-Delgado¹  Javier Mella-Norambuena²  Yaranay López-Angulo³  Verónica León-Ron⁴  Yenniffer Sáez⁵ 

[1] Departamento Fundamentos de la Pedagogía, Facultad de Educación, Centro de Investigación en Educación y Desarrollo (CIEDE-UCSC), Universidad Católica de la Santísima Concepción, Concepción, Chile;Departamento de Ciencias, Universidad Técnica Federico Santa María, Concepción, Chile;Departamento de Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción, Chile;Facultad de Educación, Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra, Ecuador;Programa de Magíster en Ciencias de la Educación, Universidad Católica de la Santísima Concepción, Concepción, Chile;

关键词: self-regulated learning;    secondary school;    transition to higher education;    quality of education;    longitudinal study;   

DOI  :  10.3389/fpsyg.2023.1235846

 received in 2023-06-06, accepted in 2023-07-05,  发布年份 2023

来源: Frontiers

【 摘 要 】

It has been shown that self-regulation of learning is a key variable for an adequate transition and adjustment from secondary school to tertiary education, and it is also associated with successful academic results; therefore, it is relevant to analyze its levels of development in the pre-university stage. The aim of this research was to evaluate the trajectories of self-regulation of learning in secondary school students. The method considered a longitudinal design and included a sample of 403 students from 9th to 12th grade in Chile. An instrument with adequate psychometric properties was used to measure the learning self-regulation process (disposition, performance and self-evaluation phases). The results showed that self-regulation is at suboptimal levels in its different phases (M = 4.25 to M = 4.71). Linear mixed models showed: a significant effect of sex on the disposition variable in favor of females; and that the phases of disposition, performance and self-evaluation do not change over time. It is concluded that, if self-regulation of learning is not specifically trained, it does not increase during secondary school. The findings are discussed considering the possible practical implications for educational policies, research, timely intervention and impact on the quality of school and university education.

【 授权许可】

Unknown   
Copyright © 2023 Sáez-Delgado, Mella-Norambuena, López-Angulo, Sáez and León-Ron.