Moderator effect of time orientation patterns in achieving self-regulated learning

  1. Gutiérrez Braojos, Calixto 2
  2. Salmerón Pérez, Honorio 2
  3. Muñoz Cantero, Jesús Miguel 1
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Any de publicació: 2014

Volum: 19

Número: 2

Pàgines: 267-287

Tipus: Article

DOI: 10.1387/REVPSICODIDACT.10066 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista de psicodidáctica

Resum

En este estudio se exploran patrones de orientación temporal y sus efectos de moderación sobre un modelo causal que explica el logro académico desde el aprendizaje autorregulado. Participaron 697 universitarios españoles. Los datos fueron recogidos mediante una batería de instrumentos. El análisis cluster mostró tres patrones temporales: proactivo, balanceado, e interrumpido. Desde un análisis multigrupo se testó el efecto de moderación de cada patrón temporal en un path-analysis que explica la calificación media del rendimiento académico a partir de variables propias de la perspectiva del aprendizaje autorregulado. Los resultados indican que el logro académico mediante el aprendizaje autorregulado es propio del patrón proactivo. En el resto de patrones el aprendizaje sucede por regulación externa. Por ello se sugiere que el patrón temporal puede ser un factor explicativo del cambio cualitativo que sucede desde el aprendizaje regulado externamente, al aprendizaje autorregulado. Desde estos resultados se discute sobre el concepto de competencia temporal.

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Fuente de los datos: Dialnet