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    Item type:Publication,
    Validación de cuestionario sobre autorregulación del aprendizaje en la formación inicial docente
    (Universidad Panamericana, Escuela de Pedagogía, 2022)
    Aguilar Davis, Virginia
    ;
    Hernández Rodríguez, Carlos
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    This research, of instrumental design and quantitative approach, constitutes a first validation of the Self-Regulation of Learning Questionnaire in Initial Teacher Education, developed from a proprietary model designed under the socio-cognitive approach. For this purpose, a sample of 360 students with five bachelor’s degrees at a Mexican Higher Education Institution was used. Content validity was obtained using expert judgment, while Cronbach’s alpha reliability index gave a result of .942. The Kaiser-Meyer-Olkin and Bartlett’s sphericity tests confirmed the feasibility of performing the Principal Component Factor Analysis with Varimax rotation, resulting in three factors with a distribution of items that do not correspond to the original model, therefore a second analysis was mad. It is concluded that the instrument has content validity, of construct, is congruent with its design, and is highly reliable. However, it is recommended to corroborate this through other tests, section the instrument in the phases or areas that comprise it, or apply it to other populations from public and private institutions.
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    Estrategias volitivas en estudiantes de bachillerato: consideraciones para la práctica educativa
    (Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
    Rodríguez Guardado, María del Socorro
    ;
    Gaeta González, Martha Leticia
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    In the academic field, motivational and emotional aspects are fundamental for self-regulation of learning and better academic performance. However, research about how students acquire and use the strategies that are included in these processes, and how they transfer them to academic contexts is scare. This study describes how high school students generate and use volitional strategies in face of distractions and difficulties, which have contributed to their academic the students’ learning process. Specifically, strengthening volitional strategies in the classroom to maintain persistence and regulate effort can facilitate self-regulated achievement. The methodological design was stablished as hermeneutical phenomenological. The inquire technique was the semi-structured interview, submitted for revision to four international experts and applied to six students between 17 and 18 years old. Based on our findings, emphasis is placed on the importance of teachers considering motivational and volitional aspects, as well as cognitive ones, in learning in high school students.
      2  156