The self-regulated learning of university students in a chilean pedagogy program
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Keywords
Self-regulation, Self-efficacy, Autonomous learning, Higher education, Academic performance, SCT, Chile
Abstract
Self-regulated learning is a key competency for academic success in higher education and is especially relevant in initial teacher education. This study aimed to analyze the relationship between self-efficacy for study selfregulation and academic performance among students in an English Teaching program at a Chilean state university, within the framework of the Transferable Credits System (SCT). A quantitative, quasi-experimental design was used with a convenience sample of 103 students. Self-regulation self-efficacy was assessed using the CAPADE questionnaire. Results showed low to moderate correlations between self-efficacy dimensions and academic performance, with goal setting being the most relevant positive association (r=0.33). Findings suggest that selfregulation self-efficacy influences academic achievement, though its impact is limited and mediated by additional factors. It is concluded that reinforcing self-regulation strategies, alongside institutional support, may enhance academic performance in future teachers.
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ELVIS CAMPOS PALACIOS, University of La Serena, Chile
Master's Degree in University Teaching, University of La Serena, Chile