Autorregulación en el aprendizaje de estudiantes universitarios en el contexto de la enseñanza de la didáctica de la Educación Física del Grado de Educación Primaria
Fecha
2024-10-07
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Jaén: Universidad de Jaén
Resumen
(ES)El objetivo del presente estudio fue fomentar la autorregulación en el aprendizaje y sus habilidades
asociadas a través de un programa de intervención docente en estudiantes universitarios de la Universidad
de Jaén, con fin de mejorar su rendimiento académico. La investigación se centra en el estudio y el análisis
del manejo del tiempo, la autoeficacia y estrategias de autorregulación del aprendizaje, así como en la
satisfacción académica y el compromiso escolar de los estudiantes.
La muestra del estudio estuvo compuesta por 124 estudiantes universitarios (52 hombres 72 mujeres)
matriculados en el grado de Educación Primaria, concretamente en la asignatura “Educación Física y su
didáctica I”.
Los principales resultados indican que la participación en el programa de intervención docente está
significativamente relacionada con el fomento de la autorregulación del aprendizaje de los estudiantes
universitarios. A su vez, este fomento en la autorregulación se correlacionó positivamente con un
rendimiento académico positivo por parte de los estudiantes.
(EN)The aim of the present study was to promote self-regulated learning through a teacher intervention program among university students at the University of Jaen, along with associated skills, aimed at improving their academic performance. The research focuses on studying and analyzing time management, self-efficacy, and self- regulated learning strategies, as well as academic satisfaction and school engagement. The study sample consisted of 124 university students (52 males and 72 females) enrolled in the Primary Education degree program, specifically in the course “Educación Física y su Didáctica I”. The main findings indicate that participation in the teacher intervention program is significantly related to the promotion of self-regulated learning among university students. Furthermore, this promotion of self- regulation correlates positively with positive academic performance among students.
(EN)The aim of the present study was to promote self-regulated learning through a teacher intervention program among university students at the University of Jaen, along with associated skills, aimed at improving their academic performance. The research focuses on studying and analyzing time management, self-efficacy, and self- regulated learning strategies, as well as academic satisfaction and school engagement. The study sample consisted of 124 university students (52 males and 72 females) enrolled in the Primary Education degree program, specifically in the course “Educación Física y su Didáctica I”. The main findings indicate that participation in the teacher intervention program is significantly related to the promotion of self-regulated learning among university students. Furthermore, this promotion of self- regulation correlates positively with positive academic performance among students.