Self-motivational Beliefs that Enhance Self- regulation of Students in Virtual Courses

• Autores: Pinto-Guillergua, Vanessa, Gómez-Carbonel, Piero Enrique, Montoya-Cantoral, Elisa, Mamani-Calcina, Jorge, Villalba-Condori, Klinge Orlando
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: UPC-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorioacademico.upc.edu.pe:10757/668169
• Enlace del recurso: http://hdl.handle.net/10757/668169
• Nivel de acceso: acceso abierto
• Materia: Self-regulation model; socio-cognitive learning; virtual environment; virtual learning; Peruvian institute of higher education; Self-regulation processes; Planning stage; Qualitative approach; Phenomenological interpretative design; Distance learning; Student beliefs; Motivation; External and internal factors; Academic task satisfaction

The present research exposes the way in which eight students selected from virtual environments of a Peruvian institute of higher education perceive their self-regulation processes in the planning stage. The approach is qualitative with a phenomenological interpretative design. Based on the interview of eight students enrolled in the distance learning modality. The main finding is that students have their own beliefs about themselves that help motivate them permanently in the assignments they must complete. Determined by both external and internalfactors, these help academic tasks to be valued in a positive way, so that their completion gives them satisfaction.