Aprendizaje autorregulado y éxito académico en los grados de ingeniería ¿Presentan perfiles diferenciales respecto a otras titulaciones?

  1. R. García-Ros 1
  2. F. Cavas-Martínez 2
  3. F. Pérez-González 1
  4. M.C. Fuentes 1
  5. L.A. Natividad 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad Politécnica de Cartagena
    info

    Universidad Politécnica de Cartagena

    Cartagena, España

    ROR https://ror.org/02k5kx966

Llibre:
II Congreso Internacional de Innovación Docente. CIID: Murcia, 20 y 21 de febrero de 2014

Editorial: Universidad de Murcia

ISBN: 978-84-695-9705-7

Any de publicació: 2014

Pàgines: 802-811

Tipus: Capítol de llibre

DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

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

Fuente de los datos: Dialnet