Aprendizaje autorregulado y éxito académico en los grados de ingeniería ¿Presentan perfiles diferenciales respecto a otras titulaciones?
- R. García-Ros 1
- F. Cavas-Martínez 2
- F. Pérez-González 1
- M.C. Fuentes 1
- L.A. Natividad 1
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1
Universitat de València
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2
Universidad Politécnica de Cartagena
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Editorial: Universidad de Murcia
ISBN: 978-84-695-9705-7
Any de publicació: 2014
Pàgines: 802-811
Tipus: Capítol de llibre
Resum
This study explores the capacity to predict students’ academic success (firstyear GPA and persistence) of different pre-college characteristics –gender, age,family educational level, prior achievement- and variables once students areenrolled in an engineering degree -academic self-regulation, cognitive andmotivational dimensions-. Participants were 249 first-year students in the fall of2010-11 at the UPCT and 241 at the UVEG. Adequate predictive andincremental validity of self-regulation was found on the first-year GPA inengineering degrees -similar to non-engineering degrees-, although not onpersistence. Differential profiles were obtained for the degrees on variablesrelated to persistence -self-regulation, self-efficacy and task value forengineering- and to first-year GPA -fewer predictors in engineering-, as well ason variables incorporated in the final predictive regression models