Path modeling of factors that predict self-regulated learning: Case Study of a Public University in Nigeria

Jumoke I. Oladele

doi:10.24310/ijne.13.2024.19607

Autores/as

Jumoke I. Oladele University of Johannesburg Sudáfrica

DOI:

https://doi.org/10.24310/ijne.13.2024.19607

Palabras clave:

Modelado de rutas, Éxito académico, enseñanza superior, Aprendizaje autorregulado, Modelado de ecuaciones estructurales, Tecnología

Resumen

Los estudiantes pueden encontrar desafíos significativos cuando hacen la transición de la escuela secundaria a la universidad. Los estudiantes deben poseer las habilidades necesarias para adaptarse a la atmósfera de aprendizaje autodirigido de la universidad, sin embargo, a menudo carecen de la capacidad de asumir la responsabilidad de su propio aprendizaje. Este estudio emplea técnicas de modelado de rutas para investigar y analizar las relaciones multifacéticas entre varios factores, que pueden predecir el aprendizaje autorregulado a medida que afectan los logros académicos de los estudiantes Bibliografía existente. La población para este estudio fueron estudiantes universitarios de pregrado que utilizaron un cuestionario diseñado por investigadores para la recolección de datos. Los datos recogidos se modelaron reflexivamente mediante el modelo de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM). Los resultados muestran que la evaluación del modelo de medida mostró una fuerte confiabilidad y validez convergente de los constructos latentes. Sin embargo, solo la tecnología predijo significativamente que el aprendizaje autorregulado contribuiría al éxito académico de los estudiantes en la educación superior. Los hallazgos de este estudio contribuyen significativamente a la comprensión de las vías matizadas a través de las cuales interactúan varios indicadores de aprendizaje para predecir la autorregulación de los estudiantes como influencia en el rendimiento académico de los estudiantes en el espacio de la educación superior. Los conocimientos obtenidos del análisis ofrecen valiosas implicaciones para las partes interesadas pertinentes con el fin de fomentar una conducta adecuadamente adaptada que mejore el éxito académico de los estudiantes en la educación superior.

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