Titulo:
Estrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. El rol mediador de la comprensión lectora
.
Sumario:
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 engageme... Ver más
Guardado en:
2307-7999
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2023-04-30
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e1651
Vanessa Arán Filippetti, Monica Serppe, Glenda Maier, Marisel Gutierrez, Doris Cairus, Cindy Ernst, Daiana Block Ernst - 2023
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
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Estrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. El rol mediador de la comprensión lectora Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension 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. 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. Arán-Filippetti, Vanessa Serppe, Mónica Maier, Glenda Gutierrez, Marisel Cairus, Doris Ernst, Cindy Block Ernst, Daiana Cognitive strategies Self-regulation Academic engagement Text comprehension Academic Achievement Estrategias cognitivas Autorregulación Engagement académico Comprensión del texto Rendimiento académico 11 1 Núm. 1 , Año 2023 : Enero - Abril Artículo de revista Journal article 2023-04-30T00:00:00Z 2023-04-30T00:00:00Z 2023-04-30 application/pdf application/pdf text/xml text/xml Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. Propósitos y Representaciones 2307-7999 2310-4635 https://revistas.usil.edu.pe/index.php/pyr/article/view/1651 10.20511/pyr2023.v11n1.1651 https://doi.org/10.20511/pyr2023.v11n1.1651 spa https://creativecommons.org/licenses/by-nc-nd/4.0 Vanessa Arán Filippetti, Monica Serppe, Glenda Maier, Marisel Gutierrez, Doris Cairus, Cindy Ernst, Daiana Block Ernst - 2023 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0. e1651 e1651 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 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 Arán-Filippetti, V., & Krumm, G. (2020). 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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. 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 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 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. 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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 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. 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 Soper, D. (2020). A-priori Calculadora de tamaño de muestra para modelos de ecuaciones estructurales 2020. Free Statistics Calculators. https://www.danielsoper.com/statcalc 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 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 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. 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 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 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. 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. https://revistas.usil.edu.pe/index.php/pyr/article/download/1651/1785 https://revistas.usil.edu.pe/index.php/pyr/article/download/1651/1801 https://revistas.usil.edu.pe/index.php/pyr/article/download/1651/1795 https://revistas.usil.edu.pe/index.php/pyr/article/download/1651/1803 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD SAN IGNACIO DE LOYOLA |
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Perú |
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Propósitos y Representaciones |
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Estrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. El rol mediador de la comprensión lectora |
| spellingShingle |
Estrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. El rol mediador de la comprensión lectora Arán-Filippetti, Vanessa Serppe, Mónica Maier, Glenda Gutierrez, Marisel Cairus, Doris Ernst, Cindy Block Ernst, Daiana Cognitive strategies Self-regulation Academic engagement Text comprehension Academic Achievement Estrategias cognitivas Autorregulación Engagement académico Comprensión del texto Rendimiento académico |
| title_short |
Estrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. El rol mediador de la comprensión lectora |
| title_full |
Estrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. El rol mediador de la comprensión lectora |
| title_fullStr |
Estrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. El rol mediador de la comprensión lectora |
| title_full_unstemmed |
Estrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. El rol mediador de la comprensión lectora |
| title_sort |
estrategias cognitivas y de autorregulación, engagement académico y rendimiento académico en estudiantes del nivel superior. el rol mediador de la comprensión lectora |
| title_eng |
Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension |
| description |
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.
|
| description_eng |
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.
|
| author |
Arán-Filippetti, Vanessa Serppe, Mónica Maier, Glenda Gutierrez, Marisel Cairus, Doris Ernst, Cindy Block Ernst, Daiana |
| author_facet |
Arán-Filippetti, Vanessa Serppe, Mónica Maier, Glenda Gutierrez, Marisel Cairus, Doris Ernst, Cindy Block Ernst, Daiana |
| topic |
Cognitive strategies Self-regulation Academic engagement Text comprehension Academic Achievement Estrategias cognitivas Autorregulación Engagement académico Comprensión del texto Rendimiento académico |
| topic_facet |
Cognitive strategies Self-regulation Academic engagement Text comprehension Academic Achievement Estrategias cognitivas Autorregulación Engagement académico Comprensión del texto Rendimiento académico |
| topicspa_str_mv |
Estrategias cognitivas Autorregulación Engagement académico Comprensión del texto Rendimiento académico |
| citationvolume |
11 |
| citationissue |
1 |
| citationedition |
Núm. 1 , Año 2023 : Enero - Abril |
| publisher |
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
| ispartofjournal |
Propósitos y Representaciones |
| source |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1651 |
| language |
spa |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-nd/4.0 Vanessa Arán Filippetti, Monica Serppe, Glenda Maier, Marisel Gutierrez, Doris Cairus, Cindy Ernst, Daiana Block Ernst - 2023 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0. info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references |
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