Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension
Descripción del Articulo
The aim of the present study was to examine the relationship between students’ cognitive and self-regulatory strategies, academic engagement, and academic achievement in higher education, analyzing the mediating role of reading comprehension. Different tasks to assess the constructs were administere...
| Autores: | , , , , , , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2023 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/1651 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/1651 |
| Nivel de acceso: | acceso abierto |
| Materia: | Cognitive strategies Self-regulation Academic engagement Text comprehension Academic Achievement Estrategias cognitivas Autorregulación Engagement académico Comprensión del texto Rendimiento académico |
| id |
REVUSIL_d97f984d390b00e3dff06dd48a379d07 |
|---|---|
| oai_identifier_str |
oai:revistas.usil.edu.pe:article/1651 |
| network_acronym_str |
REVUSIL |
| network_name_str |
Revistas - Universidad San Ignacio de Loyola |
| repository_id_str |
. |
| dc.title.none.fl_str_mv |
Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension Estrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. El rol mediador de la comprensión lectora |
| title |
Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension |
| spellingShingle |
Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension Arán-Filippetti, Vanessa Cognitive strategies Self-regulation Academic engagement Text comprehension Academic Achievement Estrategias cognitivas Autorregulación Engagement académico Comprensión del texto Rendimiento académico |
| title_short |
Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension |
| title_full |
Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension |
| title_fullStr |
Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension |
| title_full_unstemmed |
Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension |
| title_sort |
Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension |
| dc.creator.none.fl_str_mv |
Arán-Filippetti, Vanessa Serppe, Mónica Maier, Glenda Gutierrez, Marisel Cairus, Doris Ernst, Cindy Block Ernst, Daiana |
| author |
Arán-Filippetti, Vanessa |
| author_facet |
Arán-Filippetti, Vanessa Serppe, Mónica Maier, Glenda Gutierrez, Marisel Cairus, Doris Ernst, Cindy Block Ernst, Daiana |
| author_role |
author |
| author2 |
Serppe, Mónica Maier, Glenda Gutierrez, Marisel Cairus, Doris Ernst, Cindy Block Ernst, Daiana |
| author2_role |
author author author author author author |
| dc.subject.none.fl_str_mv |
Cognitive strategies Self-regulation Academic engagement Text comprehension Academic Achievement Estrategias cognitivas Autorregulación Engagement académico Comprensión del texto Rendimiento académico |
| topic |
Cognitive strategies Self-regulation Academic engagement Text comprehension Academic Achievement Estrategias cognitivas Autorregulación Engagement académico Comprensión del texto Rendimiento académico |
| description |
The aim of the present study was to examine the relationship between students’ cognitive and self-regulatory strategies, academic engagement, and academic achievement in higher education, analyzing the mediating role of reading comprehension. Different tasks to assess the constructs were administered to 209 students (Mage = 21.71; SD = 4.36). The students' GPA was used as a measure of academic achievement. Significant associations were found between cognitive and self-regulation strategies, academic engagement, reading comprehension, and students' GPA. In addition, a positive association was found between cognitive and self-regulation strategies and academic engagement. Finally, the structural equation model showed that cognitive and self-regulation strategies and academic engagement have direct effects on students' GPA. Additionally, an indirect effect of cognitive and self-regulation strategies on academic achievement was observed through reading comprehension. The implications of the study are discussed in terms of the importance of promoting the recognition and implementation of students' own cognitive and metacognitive strategies and engagement, in order to improve their academic achievement in higher education. |
| publishDate |
2023 |
| dc.date.none.fl_str_mv |
2023-04-30 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1651 10.20511/pyr2023.v11n1.1651 |
| url |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1651 |
| identifier_str_mv |
10.20511/pyr2023.v11n1.1651 |
| dc.language.none.fl_str_mv |
spa eng |
| language |
spa eng |
| dc.relation.none.fl_str_mv |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1651/1785 https://revistas.usil.edu.pe/index.php/pyr/article/view/1651/1801 https://revistas.usil.edu.pe/index.php/pyr/article/view/1651/1795 https://revistas.usil.edu.pe/index.php/pyr/article/view/1651/1803 /*ref*/Alegre, A. (2014). Academic self-efficacy, self-regulated learning and academic performance in first-year university students. Propósitos y Representaciones, 2(1), 79-120. https://doi.org/10.20511/pyr2014.v2n1.54 /*ref*/Alrashidi, O., Phan, H. P., & Ngu, B. H. (2016). Academic engagement: an overview of its definitions, dimensions, and major conceptualisations. International Education Studies, 9(12), 41-52. https://doi.org/10.5539/ies.v9n12p41 /*ref*/Arán-Filippetti, V., & Krumm, G. (2020). A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement. Child Neuropsychology, 26, 770-800. https://doi.org/10.1080/09297049.2019.1711034 /*ref*/Arán-Filippetti, V., & López, M. B. (2016). Funciones ejecutivas y comprensión lectora. Cuadernos de Neuropsicología, 10(1), 23-44. https://doi.org/10.7714/CNPS/10.1.202 /*ref*/Arbuckle, J. L. (2007). Amos 16.0 user’s guide. Amos Development Corporation. /*ref*/Arias-Gundín, O., Fidalgo, R., & Robledo, P. (2012). Metacognición y comprensión lectora: conocimiento y uso de estrategias. International Journal of Developmental and Educational Psychology, 2(1), 195-201. https://hdl.handle.net/10662/2709 /*ref*/Bastug, M. (2014). The structural relationship of reading attitude, reading comprehension and academic achievement. International Journal of Social Sciences and Education, 4(4), 931-946. https://ijsse.com/sites/default/files/issues/2014/v4-i4-2014-1/Paper-20.pdf /*ref*/Bharuthram, S. (2012). Making a case for the teaching of reading across the curriculum in higher education. South African Journal of Education, 32, 205-214 /*ref*/Becker, D. R., Miao, A., Duncan, R., & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), 411-424. https://doi.org/10.1016/j.ecresq.2014.04.014 /*ref*/Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76-83. https://doi.org/10.1016/j.learninstruc.2016.02.001 /*ref*/Botsas, G., & Padeliadu, S. (2003). Goal orientation and reading comprehension strategy use among students with and without reading difficulties. International Journal of Educational Research, 39, 477-495. https://doi.org/10.1016/j.ijer.2004.06.010 /*ref*/Castañeda, S., Pérez, I., & Peña, R. (2016). Validación de constructo de componentes de agencia académica evaluados en web. Revista de Investigación en Psicología, 19(2), 9-24. https://doi.org/10.15381/rinvp.v19i2.12887 /*ref*/Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T., Barón-López, F. J., & Vega-Cuesta, M. (2013). The association between academic engagement and achievement in health sciences students. BMC Medical Education, 13(1), 1-7. https://doi.org/10.1186/1472-6920-13-33 /*ref*/Chavez, A., & Vallejos-Flores, M. A. (2021). Diseño y validez de la Escala de Adicción a Instagram de Bergen (BIAS) en adultos peruanos. Propósitos y Representaciones, 9(1), e973. https://doi.org/10.20511/pyr2021.v9n1.973 /*ref*/Difabio, H. (2008). El test cloze en la evaluación de la comprensión del texto informativo de nivel universitario. RLA. Revista de lingüística teórica y aplicada, 46(1), 121-137. https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-48832008000100007 /*ref*/Elvira-Valdés, M. A., & Pujol, L. (2012). Autorregulación y rendimiento académico en la transición secundaria-universidad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 10(1), 367-378. https://revistaumanizales.cinde.org.co/rlcsnj/index.php/Revista-Latinoamericana/article/view/612 /*ref*/Ernst, C., Arán Filippetti, V., & Lemos, V. (2022). Estrategias de aprendizaje y rendimiento académico: revisión sistemática en estudiantes del nivel secundario y universitario. Uniandes Episteme, 9(4), 534-562. http://45.238.216.13/ojs/index.php/EPISTEME/article/view/2737/2224 /*ref*/Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., & Valle, A. (2021). School engagement, academic achievement, and self-regulated learning. Sustainability, 13(6), 3011. https://doi.org/10.3390/su13063011 /*ref*/Fechheimer, M., Webber, K., & Kleiber, P. B. (2011). How well do undergraduate research programs promote engagement and success of students?. CBE-Life Sciences Education, 10(2), 156-163. https://doi.org/10.1187/cbe.10-10-0130 /*ref*/Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142. https://doi.org/10.3102/00346543059002117 /*ref*/Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059 /*ref*/García-Madruga, J. A., Vila, J. O., Gómez-Veiga, I., Duque, G., & Elosúa, M. R. (2014). Executive processes, reading comprehension and academic achievement in 3th grade primary students. Learning and Individual Differences, 35, 41-48. https://doi.org/10.1016/j.lindif.2014.07.013 /*ref*/Gaxiola, J. C., Lugo, S., & Gaxiola, E. (2013). Autorregulación, resiliencia y metas educativas: variables protectoras del rendimiento académico de bachilleres. Revista Colombiana de Psicología, 22(2), 241-252. http://www.scielo.org.co/pdf/rcps/v22n2/v22n2a02.pdf /*ref*/Gómez H., P., Pérez, V. C., Parra, P. P., Ortiz, M. L., Matus, B. O., McColl, C. P., ... & Meyer, K. A. (2015). Relación entre el bienestar y el rendimiento académico en alumnos de primer año de medicina. Revista Médica de Chile, 143(7), 930-937. https://doi.org/10.4067/S0034-98872015000700015 /*ref*/Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216-231. http://ijonte.org/FileUpload/ks63207/File/19..gunuc.pdf /*ref*/Gutierrez-Braojos, C., & Salmerón, H. (2012). Estrategias de comprensión lectora para estudiantes de primer grado de educación primaria. Profesorado: Revista de Currículum y Formación del Profesorado, 6(1), 183-202. https://hdl.handle.net/10481/23007 /*ref*/Heng, K. (2014). The relationships between student engagement and the academic achievement of first-year university students in Cambodia. The Asia-Pacific Education Researcher, 23(2), 179-189. https://doi.org/10.1007/s40299-013-0095-8 /*ref*/Hernández-Sampieri, R., & Mendoza, C. (2020). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. Mcgraw-Hill. /*ref*/Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180. https://doi.org/10.1016/j.tics.2012.01.006 /*ref*/Hughes, R., & Pace, C. R. (2003). Using NSSE to study student retention and withdrawal. Assessment Update, 15(4), 1-2. /*ref*/Hu, L., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: concepts, issues, and applications (pp. 76-99). Sage. /*ref*/Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118 /*ref*/Kohler, J. L. (2013). Rendimiento académico, habilidades intelectuales y estrategias de aprendizaje en universitarios de Lima. Liberabit, 19(2), 277-288. http://www.scielo.org.pe/pdf/liber/v19n2/a13v19n2 /*ref*/Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an International Journal, 46(3), 517-528. https://doi.org/10.2224/sbp.7054 /*ref*/Li, S., & Lajoie, S. P. (2021). Cognitive engagement in self-regulated learning: an integrative model. European Journal of Psychology of Education (IF2.663). https://doi.org/10.1007/S10212-021-00565-X /*ref*/Martín, E., García, L. A., Torbay, Á., & Rodríguez, T. (2008). Estrategias de aprendizaje y rendimiento académico en estudiantes universitarios. International Journal of Psychology and Psychological Therapy, 8(3), 401-412. https://www.ijpsy.com/volumen8/num3/213/estrategias-de-aprendizaje-y-rendimiento-ES.pdf /*ref*/McClelland, M. M., & Cameron, C. E. (2011). Self‐regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29-44. https://doi.org/10.1002/cd.302 /*ref*/McKeachie, W. J., Pintrich, P. R., Lin, Y. G., & Smith, D. (1986). Teaching and learning in the college classroom: A review of the research literature. Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Literacy, The University of Michigan. https://files.eric.ed.gov/fulltext/ED314999.pdf /*ref*/Medrano, L. A., Moretti, L., & Ortiz, A. (2015). Medición del engagement académico en estudiantes universitarios. Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 2(40), 114-124. https://www.redalyc.org/pdf/4596/459645432012.pdf /*ref*/Mesurado, B., Richaud, M. C., & José Mateo, N. (2016). Engagement, flow, self-efficacy, and eustress of university students: A cross-national comparison between the Philippines and Argentina. The Journal of Psychology, 150(3), 281-299. https://doi.org/10.1080/00223980.2015.1024595 /*ref*/Moje, E. B., Stockdill, D., Kim, K., & Kim, H. J. (2011). The role of text in disciplinary learning. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of reading research (Vol. IV, pp. 453-486). Routledge. /*ref*/Morrison, F. J., Ponitz, C. C., & McClelland, M. M. (2010). Self-regulation and academic achievement in the transition to school. In S. D. Calkins & M. A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 203-224). American Psychological Association. https://doi.org/10.1037/12059-011 /*ref*/Nejabati, N. (2015). The effects of teaching self-regulated learning strategies on EFL students' reading comprehension. Journal of Language Teaching and Research, 6(6), 1343-1348. https://doi.org/10.17507/jltr.0606.23 /*ref*/Northey, G., Govind, R., Bucic, T., Chylinski, M., Dolan, R., & van Esch, P. (2018). The effect of “here and now” learning on student engagement and academic achievement. British Journal of Educational Technology, 49(2), 321-333. https://doi.org/10.1111/bjet.12589 /*ref*/Oliveira, K. L., & Dos Santos, A. A. A. (2006). Compreensão de textos e desempenho acadêmico. PSIC Revista de Psicología da Vetor Editora, 7(1), 19-27. http://pepsic.bvsalud.org/pdf/psic/v7n1/v7n1a04.pdf /*ref*/Peralbo, M., Porto, A., Barca, A., Risso, A., Mayor, M. A., & García, M. (2009). Comprensión lectora y rendimiento escolar: cómo mejorar la comprensión de textos en secundaria obligatoria. In Actas do X Congresso Internacional Galego-Português de Psicopedagogia (pp. 4127-4142). Braga: Universidade do Minho. https://www.educacion.udc.es/grupos/gipdae/documentos/congreso/xcongreso/pdfs/t9/t9c305.pdf /*ref*/Pinto, N. S., Martínez, A. I. M., & Jiménez-Taracido, L. (2016). Learning strategies, reading comprehension and academic achievement in Secondary Education. Psicologia Escolar e Educacional, 20(3), 447-456. https://doi.org/10.1590/2175-3539201502031101 /*ref*/Pretorius, E. J. (2002). Reading ability and academic performance in South Africa: Are we fiddling while Rome is burning? Language Matters, 33(1), 169-196. https://doi.org/10.1080/10228190208566183 /*ref*/Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92. /*ref*/Serrano, C., Andreu, Y., Murgui, S., & Martínez, P. (2019). Psychometric properties of Spanish version student Utrecht Work Engagement Scale (UWES-S-9) in high-school students. The Spanish Journal of Psychology, 22. https://doi.org/10.1017/sjp.2019.25 /*ref*/Soper, D. (2020). A-priori Calculadora de tamaño de muestra para modelos de ecuaciones estructurales 2020. Free Statistics Calculators. https://www.danielsoper.com/statcalc /*ref*/Svanum, S., & Bigatti, S. M. (2009). Academic course engagement during one semester forecasts college success: Engaged students are more likely to earn a degree, do it faster, and do it better. Journal of College Student Development, 50(1), 120-132. https://doi.org/10.1353/csd.0.0055 /*ref*/Valle, A., Rodríguez, S., Cabanach, R. G., Núñez, J. C., González- Pienda, J. A., & Rosário, P. (2009). Diferencias en rendimiento académico según los niveles de las estrategias cognitivas y de las estrategias de autorregulación. SUMMA Psicológica UST, 6(2), 31-42. https://doi.org/10.18774/448x.2009.6.60 /*ref*/Ventura-León, J., Caycho, T. & Barboza, M. (2020). ¿Cuántos participantes son necesarios?: Un método para estimar el tamaño muestral en SEM. Archivos Argentinos de Pediatría, 118(5), e510- e513. /*ref*/Weinstein, C. E., Acee, T. W., & Jung, J. (2011). Self‐regulation and learning strategies. New Directions for Teaching and Learning, 126, 45-53. https://doi.org/10.1002/tl.443 /*ref*/Wingate, U. (2007). A framework for transition: Supporting ‘learning to learn’ in higher education. Higher Education Quarterly, 61(3), 391-405. https://doi.org/10.1111/j.1468-2273.2007.00361.x /*ref*/Zimmerman, B. J. (2000). Attaining self-regulation. A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). Academic Press. /*ref*/Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1-30). Lawrence Erlbaum Associates. |
| dc.rights.none.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0 |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf application/pdf text/xml text/xml |
| dc.publisher.none.fl_str_mv |
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
| publisher.none.fl_str_mv |
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
| dc.source.none.fl_str_mv |
Propósitos y Representaciones. Journal of Educational Psychology; Vol. 11 No. 1 (2023): January - April; e1651 Propósitos y Representaciones; ##issue.vol## 11 ##issue.no## 1 (2023): Enero - Abril; e1651 Propósitos y Representaciones; Vol. 11 Núm. 1 (2023): Enero - Abril; e1651 2310-4635 2307-7999 10.20511/pyr2023.v11n1 reponame:Revistas - Universidad San Ignacio de Loyola instname:Universidad San Ignacio de Loyola instacron:USIL |
| instname_str |
Universidad San Ignacio de Loyola |
| instacron_str |
USIL |
| institution |
USIL |
| reponame_str |
Revistas - Universidad San Ignacio de Loyola |
| collection |
Revistas - Universidad San Ignacio de Loyola |
| repository.name.fl_str_mv |
|
| repository.mail.fl_str_mv |
|
| _version_ |
1789528876540493824 |
| spelling |
Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading ComprehensionEstrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. El rol mediador de la comprensión lectoraArán-Filippetti, VanessaSerppe, MónicaMaier, GlendaGutierrez, MariselCairus, DorisErnst, CindyBlock Ernst, DaianaCognitive strategiesSelf-regulationAcademic engagementText comprehensionAcademic AchievementEstrategias cognitivasAutorregulaciónEngagement académicoComprensión del textoRendimiento académicoThe aim of the present study was to examine the relationship between students’ cognitive and self-regulatory strategies, academic engagement, and academic achievement in higher education, analyzing the mediating role of reading comprehension. Different tasks to assess the constructs were administered to 209 students (Mage = 21.71; SD = 4.36). The students' GPA was used as a measure of academic achievement. Significant associations were found between cognitive and self-regulation strategies, academic engagement, reading comprehension, and students' GPA. In addition, a positive association was found between cognitive and self-regulation strategies and academic engagement. Finally, the structural equation model showed that cognitive and self-regulation strategies and academic engagement have direct effects on students' GPA. Additionally, an indirect effect of cognitive and self-regulation strategies on academic achievement was observed through reading comprehension. The implications of the study are discussed in terms of the importance of promoting the recognition and implementation of students' own cognitive and metacognitive strategies and engagement, in order to improve their academic achievement in higher education.El objetivo del presente estudio fue examinar la relación entre las estrategias cognitivas y de autorregulación, el engagement académico y el rendimiento académico (RA) en estudiantes del nivel superior, analizando el rol mediador de la comprensión lectora. Se administraron diferentes tareas para evaluar los constructos a 209 estudiantes (Medad = 21.71; DE = 4.36). Para valorar el rendimiento académico se empleó el promedio académico de los estudiantes. Se hallaron asociaciones significativas entre las estrategias cognitivas y de autorregulación, el engagement académico, la comprensión lectora y el rendimiento académico de los estudiantes. Además, se observó una correlación entre las estrategias cognitivas y de autorregulación y el engagement académico del estudiante. Finalmente, el análisis de ecuaciones estructurales (SEM) mostró que las estrategias cognitivas y de autorregulación y el engagement académico tienen efectos directos en el RA. Además, se observó un efecto indirecto de las estrategias cognitivas y de autorregulación en el RA a través de la comprensión lectora. Se discuten las implicaciones del estudio en función de la relevancia de promover el reconocimiento e implementación de las propias estrategias cognitivas y metacognitivas y el engagement del estudiante, para favorecer su desempeño académico en el nivel superior.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2023-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmltext/xmlhttps://revistas.usil.edu.pe/index.php/pyr/article/view/165110.20511/pyr2023.v11n1.1651Propósitos y Representaciones. Journal of Educational Psychology; Vol. 11 No. 1 (2023): January - April; e1651Propósitos y Representaciones; ##issue.vol## 11 ##issue.no## 1 (2023): Enero - Abril; e1651Propósitos y Representaciones; Vol. 11 Núm. 1 (2023): Enero - Abril; e16512310-46352307-799910.20511/pyr2023.v11n1reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspaenghttps://revistas.usil.edu.pe/index.php/pyr/article/view/1651/1785https://revistas.usil.edu.pe/index.php/pyr/article/view/1651/1801https://revistas.usil.edu.pe/index.php/pyr/article/view/1651/1795https://revistas.usil.edu.pe/index.php/pyr/article/view/1651/1803/*ref*/Alegre, A. (2014). Academic self-efficacy, self-regulated learning and academic performance in first-year university students. Propósitos y Representaciones, 2(1), 79-120. https://doi.org/10.20511/pyr2014.v2n1.54/*ref*/Alrashidi, O., Phan, H. P., & Ngu, B. H. (2016). Academic engagement: an overview of its definitions, dimensions, and major conceptualisations. International Education Studies, 9(12), 41-52. https://doi.org/10.5539/ies.v9n12p41/*ref*/Arán-Filippetti, V., & Krumm, G. (2020). A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement. Child Neuropsychology, 26, 770-800. https://doi.org/10.1080/09297049.2019.1711034/*ref*/Arán-Filippetti, V., & López, M. B. (2016). Funciones ejecutivas y comprensión lectora. Cuadernos de Neuropsicología, 10(1), 23-44. https://doi.org/10.7714/CNPS/10.1.202/*ref*/Arbuckle, J. L. (2007). Amos 16.0 user’s guide. Amos Development Corporation./*ref*/Arias-Gundín, O., Fidalgo, R., & Robledo, P. (2012). Metacognición y comprensión lectora: conocimiento y uso de estrategias. International Journal of Developmental and Educational Psychology, 2(1), 195-201. https://hdl.handle.net/10662/2709/*ref*/Bastug, M. (2014). The structural relationship of reading attitude, reading comprehension and academic achievement. International Journal of Social Sciences and Education, 4(4), 931-946. https://ijsse.com/sites/default/files/issues/2014/v4-i4-2014-1/Paper-20.pdf/*ref*/Bharuthram, S. (2012). Making a case for the teaching of reading across the curriculum in higher education. South African Journal of Education, 32, 205-214/*ref*/Becker, D. R., Miao, A., Duncan, R., & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), 411-424. https://doi.org/10.1016/j.ecresq.2014.04.014/*ref*/Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76-83. https://doi.org/10.1016/j.learninstruc.2016.02.001/*ref*/Botsas, G., & Padeliadu, S. (2003). Goal orientation and reading comprehension strategy use among students with and without reading difficulties. International Journal of Educational Research, 39, 477-495. https://doi.org/10.1016/j.ijer.2004.06.010/*ref*/Castañeda, S., Pérez, I., & Peña, R. (2016). Validación de constructo de componentes de agencia académica evaluados en web. Revista de Investigación en Psicología, 19(2), 9-24. https://doi.org/10.15381/rinvp.v19i2.12887/*ref*/Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T., Barón-López, F. J., & Vega-Cuesta, M. (2013). The association between academic engagement and achievement in health sciences students. BMC Medical Education, 13(1), 1-7. https://doi.org/10.1186/1472-6920-13-33/*ref*/Chavez, A., & Vallejos-Flores, M. A. (2021). Diseño y validez de la Escala de Adicción a Instagram de Bergen (BIAS) en adultos peruanos. Propósitos y Representaciones, 9(1), e973. https://doi.org/10.20511/pyr2021.v9n1.973/*ref*/Difabio, H. (2008). El test cloze en la evaluación de la comprensión del texto informativo de nivel universitario. RLA. Revista de lingüística teórica y aplicada, 46(1), 121-137. https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-48832008000100007/*ref*/Elvira-Valdés, M. A., & Pujol, L. (2012). Autorregulación y rendimiento académico en la transición secundaria-universidad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 10(1), 367-378. https://revistaumanizales.cinde.org.co/rlcsnj/index.php/Revista-Latinoamericana/article/view/612/*ref*/Ernst, C., Arán Filippetti, V., & Lemos, V. (2022). Estrategias de aprendizaje y rendimiento académico: revisión sistemática en estudiantes del nivel secundario y universitario. Uniandes Episteme, 9(4), 534-562. http://45.238.216.13/ojs/index.php/EPISTEME/article/view/2737/2224/*ref*/Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., & Valle, A. (2021). School engagement, academic achievement, and self-regulated learning. Sustainability, 13(6), 3011. https://doi.org/10.3390/su13063011/*ref*/Fechheimer, M., Webber, K., & Kleiber, P. B. (2011). How well do undergraduate research programs promote engagement and success of students?. CBE-Life Sciences Education, 10(2), 156-163. https://doi.org/10.1187/cbe.10-10-0130/*ref*/Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142. https://doi.org/10.3102/00346543059002117/*ref*/Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059/*ref*/García-Madruga, J. A., Vila, J. O., Gómez-Veiga, I., Duque, G., & Elosúa, M. R. (2014). Executive processes, reading comprehension and academic achievement in 3th grade primary students. Learning and Individual Differences, 35, 41-48. https://doi.org/10.1016/j.lindif.2014.07.013/*ref*/Gaxiola, J. C., Lugo, S., & Gaxiola, E. (2013). Autorregulación, resiliencia y metas educativas: variables protectoras del rendimiento académico de bachilleres. Revista Colombiana de Psicología, 22(2), 241-252. http://www.scielo.org.co/pdf/rcps/v22n2/v22n2a02.pdf/*ref*/Gómez H., P., Pérez, V. C., Parra, P. P., Ortiz, M. L., Matus, B. O., McColl, C. P., ... & Meyer, K. A. (2015). Relación entre el bienestar y el rendimiento académico en alumnos de primer año de medicina. Revista Médica de Chile, 143(7), 930-937. https://doi.org/10.4067/S0034-98872015000700015/*ref*/Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216-231. http://ijonte.org/FileUpload/ks63207/File/19..gunuc.pdf/*ref*/Gutierrez-Braojos, C., & Salmerón, H. (2012). Estrategias de comprensión lectora para estudiantes de primer grado de educación primaria. Profesorado: Revista de Currículum y Formación del Profesorado, 6(1), 183-202. https://hdl.handle.net/10481/23007/*ref*/Heng, K. (2014). The relationships between student engagement and the academic achievement of first-year university students in Cambodia. The Asia-Pacific Education Researcher, 23(2), 179-189. https://doi.org/10.1007/s40299-013-0095-8/*ref*/Hernández-Sampieri, R., & Mendoza, C. (2020). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. Mcgraw-Hill./*ref*/Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180. https://doi.org/10.1016/j.tics.2012.01.006/*ref*/Hughes, R., & Pace, C. R. (2003). Using NSSE to study student retention and withdrawal. Assessment Update, 15(4), 1-2./*ref*/Hu, L., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: concepts, issues, and applications (pp. 76-99). Sage./*ref*/Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118/*ref*/Kohler, J. L. (2013). Rendimiento académico, habilidades intelectuales y estrategias de aprendizaje en universitarios de Lima. Liberabit, 19(2), 277-288. http://www.scielo.org.pe/pdf/liber/v19n2/a13v19n2/*ref*/Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an International Journal, 46(3), 517-528. https://doi.org/10.2224/sbp.7054/*ref*/Li, S., & Lajoie, S. P. (2021). Cognitive engagement in self-regulated learning: an integrative model. European Journal of Psychology of Education (IF2.663). https://doi.org/10.1007/S10212-021-00565-X/*ref*/Martín, E., García, L. A., Torbay, Á., & Rodríguez, T. (2008). Estrategias de aprendizaje y rendimiento académico en estudiantes universitarios. International Journal of Psychology and Psychological Therapy, 8(3), 401-412. https://www.ijpsy.com/volumen8/num3/213/estrategias-de-aprendizaje-y-rendimiento-ES.pdf/*ref*/McClelland, M. M., & Cameron, C. E. (2011). Self‐regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29-44. https://doi.org/10.1002/cd.302/*ref*/McKeachie, W. J., Pintrich, P. R., Lin, Y. G., & Smith, D. (1986). Teaching and learning in the college classroom: A review of the research literature. Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Literacy, The University of Michigan. https://files.eric.ed.gov/fulltext/ED314999.pdf/*ref*/Medrano, L. A., Moretti, L., & Ortiz, A. (2015). Medición del engagement académico en estudiantes universitarios. Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 2(40), 114-124. https://www.redalyc.org/pdf/4596/459645432012.pdf/*ref*/Mesurado, B., Richaud, M. C., & José Mateo, N. (2016). Engagement, flow, self-efficacy, and eustress of university students: A cross-national comparison between the Philippines and Argentina. The Journal of Psychology, 150(3), 281-299. https://doi.org/10.1080/00223980.2015.1024595/*ref*/Moje, E. B., Stockdill, D., Kim, K., & Kim, H. J. (2011). The role of text in disciplinary learning. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of reading research (Vol. IV, pp. 453-486). Routledge./*ref*/Morrison, F. J., Ponitz, C. C., & McClelland, M. M. (2010). Self-regulation and academic achievement in the transition to school. In S. D. Calkins & M. A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 203-224). American Psychological Association. https://doi.org/10.1037/12059-011/*ref*/Nejabati, N. (2015). The effects of teaching self-regulated learning strategies on EFL students' reading comprehension. Journal of Language Teaching and Research, 6(6), 1343-1348. https://doi.org/10.17507/jltr.0606.23/*ref*/Northey, G., Govind, R., Bucic, T., Chylinski, M., Dolan, R., & van Esch, P. (2018). The effect of “here and now” learning on student engagement and academic achievement. British Journal of Educational Technology, 49(2), 321-333. https://doi.org/10.1111/bjet.12589/*ref*/Oliveira, K. L., & Dos Santos, A. A. A. (2006). Compreensão de textos e desempenho acadêmico. PSIC Revista de Psicología da Vetor Editora, 7(1), 19-27. http://pepsic.bvsalud.org/pdf/psic/v7n1/v7n1a04.pdf/*ref*/Peralbo, M., Porto, A., Barca, A., Risso, A., Mayor, M. A., & García, M. (2009). Comprensión lectora y rendimiento escolar: cómo mejorar la comprensión de textos en secundaria obligatoria. In Actas do X Congresso Internacional Galego-Português de Psicopedagogia (pp. 4127-4142). Braga: Universidade do Minho. https://www.educacion.udc.es/grupos/gipdae/documentos/congreso/xcongreso/pdfs/t9/t9c305.pdf/*ref*/Pinto, N. S., Martínez, A. I. M., & Jiménez-Taracido, L. (2016). Learning strategies, reading comprehension and academic achievement in Secondary Education. Psicologia Escolar e Educacional, 20(3), 447-456. https://doi.org/10.1590/2175-3539201502031101/*ref*/Pretorius, E. J. (2002). Reading ability and academic performance in South Africa: Are we fiddling while Rome is burning? Language Matters, 33(1), 169-196. https://doi.org/10.1080/10228190208566183/*ref*/Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92./*ref*/Serrano, C., Andreu, Y., Murgui, S., & Martínez, P. (2019). Psychometric properties of Spanish version student Utrecht Work Engagement Scale (UWES-S-9) in high-school students. The Spanish Journal of Psychology, 22. https://doi.org/10.1017/sjp.2019.25/*ref*/Soper, D. (2020). A-priori Calculadora de tamaño de muestra para modelos de ecuaciones estructurales 2020. Free Statistics Calculators. https://www.danielsoper.com/statcalc/*ref*/Svanum, S., & Bigatti, S. M. (2009). Academic course engagement during one semester forecasts college success: Engaged students are more likely to earn a degree, do it faster, and do it better. Journal of College Student Development, 50(1), 120-132. https://doi.org/10.1353/csd.0.0055/*ref*/Valle, A., Rodríguez, S., Cabanach, R. G., Núñez, J. C., González- Pienda, J. A., & Rosário, P. (2009). Diferencias en rendimiento académico según los niveles de las estrategias cognitivas y de las estrategias de autorregulación. SUMMA Psicológica UST, 6(2), 31-42. https://doi.org/10.18774/448x.2009.6.60/*ref*/Ventura-León, J., Caycho, T. & Barboza, M. (2020). ¿Cuántos participantes son necesarios?: Un método para estimar el tamaño muestral en SEM. Archivos Argentinos de Pediatría, 118(5), e510- e513./*ref*/Weinstein, C. E., Acee, T. W., & Jung, J. (2011). Self‐regulation and learning strategies. New Directions for Teaching and Learning, 126, 45-53. https://doi.org/10.1002/tl.443/*ref*/Wingate, U. (2007). A framework for transition: Supporting ‘learning to learn’ in higher education. Higher Education Quarterly, 61(3), 391-405. https://doi.org/10.1111/j.1468-2273.2007.00361.x/*ref*/Zimmerman, B. J. (2000). Attaining self-regulation. A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). Academic Press./*ref*/Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1-30). Lawrence Erlbaum Associates.Derechos de autor 2023 Vanessa Arán Filippetti, Monica Serppe, Glenda Maier, Marisel Gutierrez, Doris Cairus, Cindy Ernst, Daiana Block Ernsthttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessoai:revistas.usil.edu.pe:article/16512023-09-29T20:49:27Z |
| score |
13.958958 |
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).
