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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
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Psicothema, 2008. Vol. Vol. 20 (nº 4). 724-731




Self-regulated profiles and academic achievement

Antonio Valle, José Carlos Núñez*, Ramón G. Cabanach, Julio Antonio González-Pienda*, Susana Rodríguez, Pedro Rosário**, Rebeca Cerezo* and María A. Muñoz-Cadavid***

University of A Coruña, * University of Oviedo, ** University of Minho (Portugal) and *** University of Santiago de Compostela

To date, research on the relation between learning self-regulation and academic achievement has generally show disparate results. This work intends to look into this relation from a new perspective, which consists in classifying the students as more or less self-regulated depending on diverse indicators and using cluster analysis. The aim of this work was to identify the possible self-regulated learning profiles in a sample of university students. By means of stepwise linear regression analysis, we determined which of the selected variables better predicted metacognitive self-regulation. Then, three significantly different self-regulated learning profiles were obtained by two-step cluster analysis with those variables. Lastly, ANOVA was used to analyse the relation between the self-regulated learning profiles and academic achievement. The implications of these data for the educational practice at university are discussed.

Perfiles de aprendizaje autorregulado y rendimiento académico. Hasta la fecha, la investigación sobre la relación entre autorregulación del aprendizaje y rendimiento académico, en general, ha arrojado resultados no siempre coincidentes. En este trabajo se pretende investigar dicha relación desde una nueva perspectiva, la cual consiste en clasificar a los estudiantes como más o menos autorreguladores en base a diferentes indicadores y con la ayuda del análisis cluster. Por tanto, el objetivo de este trabajo consistió en identificar posibles perfiles de aprendizaje autorregulado en una muestra de estudiantes universitarios. Para ello, mediante análisis de regresión múltiple (método de pasos sucesivos), se trató de comprobar qué variables de las seleccionadas predecían mejor la autorregulación metacognitiva. Posteriormente, a través de análisis cluster, con esas variables se identificaron tres perfiles de aprendizaje autorregulado significativamente diferentes. Por último, mediante un ANOVA, se analizó la relación existente entre tales perfiles de aprendizaje autorregulado y el rendimiento académico. Se presentan y comentan las implicaciones de estos datos para la práctica educativa en la Universidad.

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