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Self-Regulation of Learning and its Association with Motivation and Attitude in Engineering Students


Affiliations
1 Metrology Program, University of Cartagena, GIMIFEC Research Group, Cartagena, Colombia
2 Economy Program, Universidad de Cartagena, Research Group on Information Technology, Entrepreneurship and Society. Cartagena, Colombia
3 Nursing Program, University of Cartagena, MAAS Metal as a Service Research Group, Cartagena, Colombia
 

Objectives: A study was carried out that evaluated the association between student attitude and motivation with the self-regulation of learning in Engineering students, in an estimated one thousand two hundred and fifty (1250) students between the years 2014 and 2016. Methods/Statistical Analysis: An inferential statistical study was performed. Self-regulation of learning was assessed using the SRLI (Self-Regulation of Learning Inventory), which is a questionnaire consisting of 80 questions weighted from 1 to 5 on the basis the linker scale. To quantify the Learning Self-Regulation score, each scale of the instrument was quantified separately and the total score is the sum of each of the scales that make it up. The Chi-Square test between self-regulation of learning and the variables Student Attitude and Motivation was used to know if there is statistical significance between them taking into account the hypothesis test. Findings: The results indicate that there is an important association of statistical significance between attitude and self-regulation of learning, motivation and self-regulation of learning and between attitude and student motivation at a level of significance of 95%. Application/Improvements: The instrument for measuring Self-Regulation for Learning (SRLI) is considered a reliable and effective tool. It allows identifying weaknesses in students with the aim of adopting strategies and advising the teaching-learning processes according to the considerations that a self-regulated student must fulfill. In addition, knowing the statistical association between self-regulation of learning, attitude and motivation will allow professors to design improvement plans that contribute to improve decision-making in students and, at the same time, allow them to solve with relative ease problematic situations related to their area of professional performance.
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  • Self-Regulation of Learning and its Association with Motivation and Attitude in Engineering Students

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Authors

Waldyr Fong Silva
Metrology Program, University of Cartagena, GIMIFEC Research Group, Cartagena, Colombia
Jose D. Patino Moncada
Economy Program, Universidad de Cartagena, Research Group on Information Technology, Entrepreneurship and Society. Cartagena, Colombia
Jose Jaimes Morales
Nursing Program, University of Cartagena, MAAS Metal as a Service Research Group, Cartagena, Colombia

Abstract


Objectives: A study was carried out that evaluated the association between student attitude and motivation with the self-regulation of learning in Engineering students, in an estimated one thousand two hundred and fifty (1250) students between the years 2014 and 2016. Methods/Statistical Analysis: An inferential statistical study was performed. Self-regulation of learning was assessed using the SRLI (Self-Regulation of Learning Inventory), which is a questionnaire consisting of 80 questions weighted from 1 to 5 on the basis the linker scale. To quantify the Learning Self-Regulation score, each scale of the instrument was quantified separately and the total score is the sum of each of the scales that make it up. The Chi-Square test between self-regulation of learning and the variables Student Attitude and Motivation was used to know if there is statistical significance between them taking into account the hypothesis test. Findings: The results indicate that there is an important association of statistical significance between attitude and self-regulation of learning, motivation and self-regulation of learning and between attitude and student motivation at a level of significance of 95%. Application/Improvements: The instrument for measuring Self-Regulation for Learning (SRLI) is considered a reliable and effective tool. It allows identifying weaknesses in students with the aim of adopting strategies and advising the teaching-learning processes according to the considerations that a self-regulated student must fulfill. In addition, knowing the statistical association between self-regulation of learning, attitude and motivation will allow professors to design improvement plans that contribute to improve decision-making in students and, at the same time, allow them to solve with relative ease problematic situations related to their area of professional performance.

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DOI: https://doi.org/10.17485/ijst%2F2018%2Fv11i33%2F119198