Self-regulated learning and personality in university students
Descripción del Articulo
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 ye...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2022 |
| Institución: | Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
| Repositorio: | Revista Innova Educación |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:ojs2.revistainnovaeducacion.com:article/539 |
| Enlace del recurso: | https://revistainnovaeducacion.com/index.php/rie/article/view/539 |
| Nivel de acceso: | acceso abierto |
| Materia: | aprendizaje autorregulación personalidad learning self-regulation personality aprendizagem autorregulação personalidade |
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Self-regulated learning and personality in university students Autorregulación del aprendizaje y rasgos de personalidad en estudiantes universitarios Autorregulação da aprendizagem e traços de personalidade em estudantes universitários |
| title |
Self-regulated learning and personality in university students |
| spellingShingle |
Self-regulated learning and personality in university students Cepeda, Danna aprendizaje autorregulación personalidad learning self-regulation personality aprendizagem autorregulação personalidade |
| title_short |
Self-regulated learning and personality in university students |
| title_full |
Self-regulated learning and personality in university students |
| title_fullStr |
Self-regulated learning and personality in university students |
| title_full_unstemmed |
Self-regulated learning and personality in university students |
| title_sort |
Self-regulated learning and personality in university students |
| dc.creator.none.fl_str_mv |
Cepeda, Danna Mahecha, Jenny |
| author |
Cepeda, Danna |
| author_facet |
Cepeda, Danna Mahecha, Jenny |
| author_role |
author |
| author2 |
Mahecha, Jenny |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
aprendizaje autorregulación personalidad learning self-regulation personality aprendizagem autorregulação personalidade |
| topic |
aprendizaje autorregulación personalidad learning self-regulation personality aprendizagem autorregulação personalidade |
| description |
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. |
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2022 |
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2022-03-12 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revistainnovaeducacion.com/index.php/rie/article/view/539 10.35622/j.rie.2022.03.005 |
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https://revistainnovaeducacion.com/index.php/rie/article/view/539 |
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10.35622/j.rie.2022.03.005 |
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spa eng |
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spa eng |
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https://revistainnovaeducacion.com/index.php/rie/article/view/539/592 https://revistainnovaeducacion.com/index.php/rie/article/view/539/593 https://revistainnovaeducacion.com/index.php/rie/article/view/539/891 https://revistainnovaeducacion.com/index.php/rie/article/view/539/612 https://revistainnovaeducacion.com/index.php/rie/article/view/539/613 |
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Derechos de autor 2022 Danna Cepeda, Jenny Mahecha https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Derechos de autor 2022 Danna Cepeda, Jenny Mahecha https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
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Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
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Revista Innova Educación; Vol. 4 Núm. 3 (2022); 88-101 2664-1496 2664-1488 reponame:Revista Innova Educación instname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú instacron:INUDI |
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Revista Innova Educación |
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Self-regulated learning and personality in university studentsAutorregulación del aprendizaje y rasgos de personalidad en estudiantes universitariosAutorregulação da aprendizagem e traços de personalidade em estudantes universitáriosCepeda, DannaMahecha, Jennyaprendizajeautorregulaciónpersonalidadlearningself-regulationpersonalityaprendizagemautorregulaçãopersonalidadeThe 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.La presente investigación analiza la relación entre la autorregulación del aprendizaje y las características de personalidad de los estudiantes universitarios pertenecientes a la Corporación Universitaria Minuto de Dios – UNIMINUTO de Bogotá - Colombia. La muestra estuvo conformada por 75 hombres y mujeres entre 18 y 45 años de edad. A partir de la aplicación de los instrumentos: Perfil e inventario de personalidad de Gordon (ascendencia, responsabilidad, estabilidad emocional, sociabilidad, cautela, originalidad, compromiso, vitalidad y autoestima) y el cuestionario de autorreporte – autorregulación del aprendizaje se efectuó el análisis correlacional mediante Rho de Spearman (nivel de significancia p<0,05). Los resultados sugieren que los estudiantes que conocen y aplican técnicas de autorregulación del aprendizaje suelen ser dominantes (ascendencia), independientes por lo que se responsabilizan de sus metas personales (responsabilidad), estables emocionalmente y sociables. Por otra parte, los estudiantes cautelosos, originales y orientados a comprender a otros, tienden a dar escasa importancia o emplear en menor medida el uso de estrategias de autorregulación del aprendizaje.A presente investigação analisa a relação entre a autorregulação da aprendizagem e as características de personalidade de estudantes universitários pertencentes à Corporação Universitária Minuto de Dios - UNIMINUTO de Bogotá - Colômbia. A amostra foi composta por 75 homens e mulheres entre 18 e 45 anos de idade. A partir da aplicação dos instrumentos: o perfil e inventário de personalidade de Gordon (ascendência, responsabilidade, estabilidade emocional, sociabilidade, cautela, originalidade, comprometimento, vitalidade e autoestima) e o questionário de autorrelato - autorregulação da aprendizagem, a análise correlacional foi realizado usando o Rho de Spearman (nível de significância p<0,05). Os resultados sugerem que os alunos que conhecem e aplicam técnicas de autorregulação da aprendizagem tendem a ser dominantes (ascendência), independentes para que se responsabilizem por seus objetivos pessoais (responsabilidade), emocionalmente estáveis e sociáveis. Por outro lado, alunos cautelosos, originais e orientados para a compreensão do outro tendem a dar pouca importância ou empregar menos o uso de estratégias de aprendizagem autorreguladas.Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú2022-03-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/htmlaudio/mpegaudio/mpeghttps://revistainnovaeducacion.com/index.php/rie/article/view/53910.35622/j.rie.2022.03.005Revista Innova Educación; Vol. 4 Núm. 3 (2022); 88-1012664-14962664-1488reponame:Revista Innova Educacióninstname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perúinstacron:INUDIspaenghttps://revistainnovaeducacion.com/index.php/rie/article/view/539/592https://revistainnovaeducacion.com/index.php/rie/article/view/539/593https://revistainnovaeducacion.com/index.php/rie/article/view/539/891https://revistainnovaeducacion.com/index.php/rie/article/view/539/612https://revistainnovaeducacion.com/index.php/rie/article/view/539/613Derechos de autor 2022 Danna Cepeda, Jenny Mahechahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs2.revistainnovaeducacion.com:article/5392024-07-18T16:00:27Z |
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Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
