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

Fong Silva Waldyr,Morales Jose Jaimes,Patino Moncada Jos� D

doi:10.17485/ijst/2018/v11i33/119198

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. Selfregulation 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. Keywords: Association, Attitude, Motivation, Self-Regulation, Statistic, Students

Highlights

In Colombia, according to data from the system for the prevention of dropout of Higher Education, the dropout rate per period in Colombia for students of higher education is 9.3%, while in other countries such as Brazil, the United Kingdom and the United States they report rates of 18%, 8.6% and 18.3% respectively, despite being countries with great advances in their education system
In applying the surveys were homogeneously made to 9 students per academic period, 4 programs and 6 academic periods for a total of 216 students
The instrument for measuring Self-Regulation for Learning (SRLI) is considered as a reliable and effective tool. It allowed identifying weaknesses in the students that will serve to adopt strategies and advise the teaching-learning processes attending to the considerations that a self-regulated student must satisfy

Summary

Introduction

In Colombia, according to data from the system for the prevention of dropout of Higher Education, the dropout rate per period in Colombia for students of higher education is 9.3%, while in other countries such as Brazil, the United Kingdom and the United States they report rates of 18%, 8.6% and 18.3% respectively, despite being countries with great advances in their education system. In other countries, such as Argentina, Venezuela, Chile, Mexico and Colombia, the dropout rate per cohort is 43%, 52%, 54%, 42% and 46.1%, respectively.

Objectives

Methods

Results

Conclusion