Abstract
The present investigation analyzes the relationship between the self-regulation of learning and the personality characteristics of university students belonging to the Minuto de Dios University Corporation - UNIMINUTO of Bogotá - Colombia the sample consisted of 75 men and women between 18 and 45 years of age. From the application of the instruments: Gordon's personality profile and inventory (ancestry, responsibility, emotional stability, sociability, caution, originality, commitment, vitality, and self-esteem) and the self-report questionnaire - self-regulation of learning, the correlational analysis was carried out. Using Spearman's Rho (significance level p<0.05). The results suggest that students who know and apply learning self-regulation techniques tend to be dominant (ancestry) independent, so they take responsibility for their personal goals (commitment), emotionally stable, and friendly. On the other hand, students who are cautious, original, and oriented towards understanding others tend to give little importance or use, to a lesser extent, the use of self-regulated learning strategies.
Highlights
IntroductionSelf-regulation of learning is a theoretical construct that arises from research in which the benefit for the student of assuming a central position in their learning process was identified (Suárez & Fernández, 2004)
Self-regulation of learning is a theoretical construct that arises from research in which the benefit for the student of assuming a central position in their learning process was identified (Suárez & Fernández, 2004).It is defined, according to Mayor and col (1993, as cited by Suárez & Fernández, 2004) as "all learning in which learners are metacognitively, motivationally and behaviorally active participants - in their learning process" (p.17)
The results obtained at a general level indicate that 81.3% of those evaluated are at an average level concerning knowledge and application of learning self-regulation strategies
Summary
Self-regulation of learning is a theoretical construct that arises from research in which the benefit for the student of assuming a central position in their learning process was identified (Suárez & Fernández, 2004) It is defined, according to Mayor and col (1993, as cited by Suárez & Fernández, 2004) as "all learning in which learners are metacognitively, motivationally and behaviorally active participants - in their learning process" (p.17). This occurs at a metacognitive level, being aware that its application constitutes something beneficial for the learning process; motivational because importance is given to the establishment or appropriation of learning goals, internal or external, and behavioral, through the use of strategies that are applied before, during and after the grant of knowledge, and that favor its development (Efklides, 2009, 2011; Panadero et al, 2017). Once the learning is interpreted in light of its benefit for the student's achievement, he uses a set of strategies that facilitate the appropriation of knowledge
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