Estrategias de aprendizaje y autorregulación motivacional en estudiantes de nuevo ingreso de las áreas administrativa y socio-humanística de la Universidad Técnica Particular de Loja

Abstract

Abstract: The present work was developed with the objective of identifying learning strategies and motivational self-regulation in new students of the Administrative and Sociohumanistic areas of the Universidad Técnica Particular de Loja (UTPL). A methodological design with a quantitative, non-experimental, transversal approach was applied, using a non-probabilistic sampling according to an accessibility criterion, in which 366 students participated (59.6% women; average age 19). Through the Strategies and Motivation for University Study Questionnaire (García-Ripa et al., 2016) a greater use of communicative elaboration strategies and cognitive elaboration was determined, and high frequency in stability in the purpose of study and feeling of self-efficacy, on the contrary, a lesser use of revision strategies and adjustments of cognitive processes was observed, as well as difficulties in the concentration in the study and presence of emotional barriers among the university students. Therefore, it is concluded that students know and make use of learning strategies, and have affective-emotional factors that can directly interfere with the quality of their learning.