Academic self-efficacy, self-regulated learning and academic performance in first-year university students

• Autor: Alegre, Alberto A.
• Formato: artículo
• Fecha de Publicación: 2014
• Institución: Universidad San Ignacio de Loyola
• Repositorio: Revistas - Universidad San Ignacio de Loyola
• Lenguaje: español; inglés
• OAI Identifier: oai:revistas.usil.edu.pe:article/54
• Enlace del recurso: https://revistas.usil.edu.pe/index.php/pyr/article/view/54
• Nivel de acceso: acceso abierto
• Materia: Academic self-efficacy; Self-regulated learning; Academic performance; Autoeficacia académica; Autorregulación del aprendizaje; Rendimiento académico

The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic selfefficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic selfefficacy and self-regulated learning were positive, significant and moderate.