Metas de logro, estrategias de regulación y rendimiento académico en diferentes estudios universitarios

• Autores: Honorio Salmerón Pérez, Calixto Gutiérrez Braojos, Purificación Salmerón Vílchez, Sonia Rodríguez Fernández
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, ISSN 0212-4068, Vol. 29, Nº 2, 2011, págs. 467-486
• Idioma: español
• Títulos paralelos:
  • Achievement goals, regulation strategies and academic performance in various university research studies
• Enlaces
  • Texto completo  1    2 (pdf) 
• Dialnet Métricas: 23 Citas
• Resumen
  • español

    Este artículo presenta y discute dos objetivos empíricos: a) analizar la relación entre las metas de logro, las estrategias de regulación y el rendimiento académico en estudiantes universitarios españoles y; b) analizar la existencia de diferencias significativas entre las estrategias de regulación y metas de logro respecto a las ramas científicas.

    La muestra está compuesta por 234 estudiantes universitarios españoles pertenecientes a carreras universitarias de diferentes ramas científicas.

    Respecto al primer objetivo, los resultados indican que solamente metas de logro por aproximación y las estrategias de autorregulación se relacionan con el rendimiento académico. Respecto al segundo, los resultados indican que los estudiantes pertenecientes a carreras universitarias de la rama de ciencias de la salud e Ingeniería presentan puntuaciones más altas en metas de logro por aproximación y estrategias de autorregulación. En base a estos resultados, consideramos para futuros estudios analizar la influencia de las variables contextuales sobre las metas de logro, estrategias de autorregulación y rendimiento académico.

  • English

    This article presents and discusses two empirical objectives: a) to analyze the relationship between achievement goals, regulation strategies and academic performance in college students, and b) to analyze the existence of significant differences between regulation strategies and achievement goals in science subjects.

    The sample was made up of 234 Spanish university students studying different science degrees.

    With regard to the first objective, the results show that only achievement goals by approximation and self-regulation strategies are related to academic performance. Regarding the second, the results show that students in health sciences and engineering degrees achieve higher scores on achievement goals and self-regulation strategies. From these results, we suggest further analysis of the influence of contextual variables on achievement goals, self-regulation strategies and academic performance.

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