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| Autor/in | Alegre, Alberto A. |
|---|---|
| Titel | Academic Self-Efficacy, Self-Regulated Learning and Academic Performance in First-Year University Students |
| Quelle | In: Journal of Educational Psychology - Propositos y Representaciones, 2 (2014) 1, S.101-120 (20 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2307-7999 |
| Schlagwörter | Academic Ability; Self Efficacy; Grade Point Average; Metacognition; Foreign Countries; Academic Achievement; College Freshmen; Questionnaires; Student Attitudes; Correlation; Statistical Analysis; Private Colleges; Metropolitan Areas; Measures (Individuals); Peru |
| Abstract | The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic self-efficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic self-efficacy and self-regulated learning were positive, significant and moderate. (As Provided). |
| Anmerkungen | Universidad San Ignacio de Loyola S.A. Avenue La Fontana 550, Urbanizacion San Cesar de La Molina, Lima 12, Peru. Tel: 511-317-1000, Ext. 3139; e-mail: propositosyrepresentaciones@usil.edu.pe; Web site: http://revistas.usil.edu.pe/index.php/pyr |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2018/3/09 |
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