Cognitive-motivational factors related to adjustment to university life of Chilean students
DOI:
https://doi.org/10.24310/espsiescpsi.v13i2.12411Keywords:
Self-regulated learning, academic self-efficacy, adjustment to university life, mediation analysisAbstract
The challenges for adapting to university life may constitute an overload of personal resources related to academic and cognitive-motivational aspects, which may affect the decision to continue university studies. For this reason, the aim of the research was to assess the relationship of the self-regulated learning and academic self-efficacy with the adjustment to university life, considering the mediating role of the self-regulated learning of Chilean university students. A quantitative, non-experimental, and cross-sectional design was used, considering an explanatory associative strategy. Data were analyzed using descriptive statistics, correlation analysis, and SEM mediation analysis. The participants were a total of 470 university students. The correlation results showed that the relationships varied in magnitude according to the dimensions of adjustment to university life. Moreover, it was identified that the self-regulated learning has a mediating role in the effect of academic self-efficacy on the adjustment to university life. These findings allow us to affirm the importance of socio-cognitive variables in the adaptation process of university students.
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References
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Baker, R., & Siryk, B. (1986). Exploratory intervention with a scale measuring adjustment to college. Journal of Counseling Psychology, 33, 31–38. https://doi.org/10.1037//0022-0167.33.1.31
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. https://doi.org/10.1037/0033-295x.84.2.191
Bruna, D., Pérez, M. V., Bustos, C., & Núñez, J. C. (2017). Propiedades Psicométricas del Inventario de Procesos de Autorregulación del Aprendizaje en Estudiantes Universitarios Chilenos. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 44, 77–91. https://doi.org/10.21865/RIDEP44.2.07
Caballero, C. C. D., Abello, R. L. L., & Palacio, S. Y. J. (2007). Relationship between burnout, academic berformance, and satisfaction concerning study, in college students. Avances en Psicologia Latinoamericana, 25, 98-111.
Cazan, A. M. (2012). Self-regulated learning strategies - Predictors of academic adjustment. Procedia - Social and Behavioral Sciences, 33, 104-108. https://doi.org/10.1016/j.sbspro.2012.01.092
Cazan, A. M., & Anitei, M. (2010). Motivation, learning strategies and academic adjustment. Romanian Journal of Experimental Applied Psychology, 1, 61-69.
Chen, Z., Solberg, S., & Ye, A. (2018). Chinese Youth Career Adaptability: Contextual Influences and Pathways to Positive Youth Development. Youth & Society, 52, 1–26. https://doi.org/10.1177/0044118x18784058
Díaz, C. (2008). Modelo conceptual para la deserción estudiantil universitaria chilena. Estudios pedagógicos (Valdivia), 34(2), 65-86. https://doi.org/10.4067/S0718-07052008000200004
Fernández, E., Bernardo, A., Suárez, N., Cerezo, R., Núñez, J. C., & Rosario, P. (2013). Predicción del uso de estrategias de autorregulación en educación superior. Anales de Psicología, 29, 865-875. https://doi.org/10.6018/analesps.29.3.139341
Fernández, M. F. P., Araújo, A. M., Vacas, C. T., Almeida, L. S., & González, M. S. R. (2017). Predictors of students’ adjustment during transition to university in Spain. Psicothema, 29, 67-72. https://doi.org/10.7334/psicothema2016.40
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Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292. https://doi.org/10.1016/j.edurev.2019.100292
Lamas Rojas, H. (2008). Aprendizaje autorregulado, motivación y rendimiento académico. Liberabit, 14, 15-20.
Lee, J., Moon, J., & Cho, B. (2015). The Mediating Role of Self-Regulation Between Digital Literacy and Learning Outcomes in the Digital Textbook for Middle School English. Educational Technology International, 16, 58-83. Recuperado de http://kset.or.kr/eti_ojs/index.php/instruction/article/viewFile/34/pdf_9
Muthen, L. K., & Muthen, B. (2012). 1998-2012. Mplus User’s Guide (7th ed.). Los Angeles, CA: Muthen & Muthen.
Norwalk, K., Norvilitis, J. M., & MacLean, M. G. (2009). ADHD symptomatology and its relationship to factors associated with college adjustment. Journal of Attention Disorders, 13, 251-258. https://doi.org/10.1177/1087054708320441
Ornelas, M., Blanco, H., Gastélum, G., & Chávez, A. (2012). Perceived self-efficacy in the academic behavior of female university students. Formación Universitaria, 5, 17-26. https://doi.org/10.4067/S0718-50062012000200003
Palenzuela, D. (1983). Construcción y validación de una escala de autoeficacia percibida específica de situaciones académicas. Análisis y Modificación de Conducta, 9, 185-219.
Panadero, E., & Alonso-Tapia, J. (2014a). Teorías de autorregulación educativa: una comparación y reflexión teórica. Psicología Educativa, 20(1), 11-22. https://doi.org/10.1016/j.pse.2014.05.002
Panadero, E., & Alonso-Tapia, J. (2014b). How do students self-regulate?: review of Zimmerman's cyclical model of self-regulated learning. Anales de Psicología, 30, 450-462. https://doi.org/10.6018/analesps.30.2.167221
Pérez, H. S., & Gutierrez-Braojos, C. (2012). La competencia de aprender a aprender y el aprendizaje autorregulado. Editorial. Profesorado. Revista de Currículum y Formación de Profesorado, 16, 5-13
Riquelme, R. A., Mujica, A. D., Villalobos, M. V. P., Almeida, L. S., Herrera, I. L., Puentes, J. G., & Strickland, B. (2012). College students' academic experiences and involvement: assessment scales adaptation and validation. Estudios pedagógicos (Valdivia), 38, 7-19. https://doi.org/10.4067/S0718-07052012000200001
Rivera, M., Martínez, M., Gónzález, F., & Salazar, M. (2016). Autoeficacia, participación social y percepción de los servicios universitarios según el sexo. Revista de Psicología, 25, 1–16. https://doi.org/10.5354/0719-0581.2016.44842
Rodríguez, M. S., Tinajero, C. y Páramo, M.F. (2017). Pre-entry Characteristics, Perceived Social Support, Adjustment and Academic Achievement in First-year Spanish University Students: A Path Model. The Journal of Psychology, 151, 722 - 738. https://doi.org/10.1080/00223980.2017.1372351
Rosário, P., Pereira, A., Hõgemann, J., Nunes, A. R., Figueiredo, M., Núñez, J. C., . . . Gaeta, M. L. (2014). Autorregulación del aprendizaje: una revisión sistemática en revistas de la base SciELO. Universitas Psychologica, 13, 781-797.
Ryu E. (2011). Effects of skewness and kurtosis on normal-theory based maximum likelihood test statistic in multilevel structural equation modeling. Behavior Research Methods, 43, 1066–1074. https://doi.org/10.3758/s13428-011-0115-7
Salanova, M., Martínez, I., & Llorens, S. (2012). Success breeds success, especially when self-efficacy is related with an internal attribution of causality. Estudios de Psicología, 33, 151-165. https://doi.org/10.1174/021093912800676420
Soares, A. B., Francischetto, V., Dutra, B. M., Miranda, J. M. d., Nogueira, C. C. d. C., Leme, V. R., . . . Almeida, L. S. (2014). O impacto das expectativas na adaptação acadêmica dos estudantes no Ensino Superior. Psico-USF, Bragança Paulista, 19, 49-60.
van Rooij, E. C. M., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2017). Secondary school students’ engagement profiles and their relationship with academic adjustment and achievement in university. Learning and Individual Differences, 54, 9-19. https://doi.org/10.1016/j.lindif.2017.01.004
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329-339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2002). Becoming a self–regulated learner: an overview. Theory into Practice, 41, 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183. https://doi.org/10.3102/0002831207312909
Zulma Lanz, M. (2006). Aprendizaje autorregulado: el lugar de la cognición, la metacognición y la motivación. Estudios pedagógicos (Valdivia), 32, 121-132. https://doi.org/10.4067/S0718-07052006000200007
Ariani, D. W. (2016). Why do I study? The mediating effect of motivation and self-regulation on student performance. Business, Management and Education, 14, 153-178. https://doi.org/10.3846/bme.2016.329
Ato, Manuel, López, Juan J., & Benavente, Ana (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29,1038-1059. https://doi.org/10.6018/analesps.29.3.178511
Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41, 1918-1942. https://doi.org/10.1080/03075079.2014.999319
Baker, R., & Siryk, B. (1984). Measuring Adjustment to College. Journal of Counseling Psychology, 31, 179–189. https://doi.org/10.1037/0022-0167.31.2.179
Baker, R., & Siryk, B. (1986). Exploratory intervention with a scale measuring adjustment to college. Journal of Counseling Psychology, 33, 31–38. https://doi.org/10.1037//0022-0167.33.1.31
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. https://doi.org/10.1037/0033-295x.84.2.191
Bruna, D., Pérez, M. V., Bustos, C., & Núñez, J. C. (2017). Propiedades Psicométricas del Inventario de Procesos de Autorregulación del Aprendizaje en Estudiantes Universitarios Chilenos. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 44, 77–91. https://doi.org/10.21865/RIDEP44.2.07
Caballero, C. C. D., Abello, R. L. L., & Palacio, S. Y. J. (2007). Relationship between burnout, academic berformance, and satisfaction concerning study, in college students. Avances en Psicologia Latinoamericana, 25, 98-111.
Cazan, A. M. (2012). Self-regulated learning strategies - Predictors of academic adjustment. Procedia - Social and Behavioral Sciences, 33, 104-108. https://doi.org/10.1016/j.sbspro.2012.01.092
Cazan, A. M., & Anitei, M. (2010). Motivation, learning strategies and academic adjustment. Romanian Journal of Experimental Applied Psychology, 1, 61-69.
Chen, Z., Solberg, S., & Ye, A. (2018). Chinese Youth Career Adaptability: Contextual Influences and Pathways to Positive Youth Development. Youth & Society, 52, 1–26. https://doi.org/10.1177/0044118x18784058
Díaz, C. (2008). Modelo conceptual para la deserción estudiantil universitaria chilena. Estudios pedagógicos (Valdivia), 34(2), 65-86. https://doi.org/10.4067/S0718-07052008000200004
Fernández, E., Bernardo, A., Suárez, N., Cerezo, R., Núñez, J. C., & Rosario, P. (2013). Predicción del uso de estrategias de autorregulación en educación superior. Anales de Psicología, 29, 865-875. https://doi.org/10.6018/analesps.29.3.139341
Fernández, M. F. P., Araújo, A. M., Vacas, C. T., Almeida, L. S., & González, M. S. R. (2017). Predictors of students’ adjustment during transition to university in Spain. Psicothema, 29, 67-72. https://doi.org/10.7334/psicothema2016.40
García-Fernández, J. M., Inglés, C. J., Torregrosa, M. S., Ruiz-Esteban, C., Díaz-Herrero, A., PérezFernández, E., & Martínez-Monteagudo, M. C. (2010). Propiedades psicométricas de la Escala de Autoeficacia Percibida Específica de Situaciones académicas en una muestra de estudiantes españoles de Educación Secundaria Obligatoria. European Journal of Educational Psychology, 3, 61-74. Recuperado de http://www.redalyc.org/articulo.oa?id=129313736005
IBM Corporation (2012). IBM SPSS Statistics for Windows, Version 21.0. Armonk, NY: IBM Corp.
Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292. https://doi.org/10.1016/j.edurev.2019.100292
Lamas Rojas, H. (2008). Aprendizaje autorregulado, motivación y rendimiento académico. Liberabit, 14, 15-20.
Lee, J., Moon, J., & Cho, B. (2015). The Mediating Role of Self-Regulation Between Digital Literacy and Learning Outcomes in the Digital Textbook for Middle School English. Educational Technology International, 16, 58-83. Recuperado de http://kset.or.kr/eti_ojs/index.php/instruction/article/viewFile/34/pdf_9
Muthen, L. K., & Muthen, B. (2012). 1998-2012. Mplus User’s Guide (7th ed.). Los Angeles, CA: Muthen & Muthen.
Norwalk, K., Norvilitis, J. M., & MacLean, M. G. (2009). ADHD symptomatology and its relationship to factors associated with college adjustment. Journal of Attention Disorders, 13, 251-258. https://doi.org/10.1177/1087054708320441
Ornelas, M., Blanco, H., Gastélum, G., & Chávez, A. (2012). Perceived self-efficacy in the academic behavior of female university students. Formación Universitaria, 5, 17-26. https://doi.org/10.4067/S0718-50062012000200003
Palenzuela, D. (1983). Construcción y validación de una escala de autoeficacia percibida específica de situaciones académicas. Análisis y Modificación de Conducta, 9, 185-219.
Panadero, E., & Alonso-Tapia, J. (2014a). Teorías de autorregulación educativa: una comparación y reflexión teórica. Psicología Educativa, 20(1), 11-22. https://doi.org/10.1016/j.pse.2014.05.002
Panadero, E., & Alonso-Tapia, J. (2014b). How do students self-regulate?: review of Zimmerman's cyclical model of self-regulated learning. Anales de Psicología, 30, 450-462. https://doi.org/10.6018/analesps.30.2.167221
Pérez, H. S., & Gutierrez-Braojos, C. (2012). La competencia de aprender a aprender y el aprendizaje autorregulado. Editorial. Profesorado. Revista de Currículum y Formación de Profesorado, 16, 5-13
Riquelme, R. A., Mujica, A. D., Villalobos, M. V. P., Almeida, L. S., Herrera, I. L., Puentes, J. G., & Strickland, B. (2012). College students' academic experiences and involvement: assessment scales adaptation and validation. Estudios pedagógicos (Valdivia), 38, 7-19. https://doi.org/10.4067/S0718-07052012000200001
Rivera, M., Martínez, M., Gónzález, F., & Salazar, M. (2016). Autoeficacia, participación social y percepción de los servicios universitarios según el sexo. Revista de Psicología, 25, 1–16. https://doi.org/10.5354/0719-0581.2016.44842
Rodríguez, M. S., Tinajero, C. y Páramo, M.F. (2017). Pre-entry Characteristics, Perceived Social Support, Adjustment and Academic Achievement in First-year Spanish University Students: A Path Model. The Journal of Psychology, 151, 722 - 738. https://doi.org/10.1080/00223980.2017.1372351
Rosário, P., Pereira, A., Hõgemann, J., Nunes, A. R., Figueiredo, M., Núñez, J. C., . . . Gaeta, M. L. (2014). Autorregulación del aprendizaje: una revisión sistemática en revistas de la base SciELO. Universitas Psychologica, 13, 781-797.
Ryu E. (2011). Effects of skewness and kurtosis on normal-theory based maximum likelihood test statistic in multilevel structural equation modeling. Behavior Research Methods, 43, 1066–1074. https://doi.org/10.3758/s13428-011-0115-7
Salanova, M., Martínez, I., & Llorens, S. (2012). Success breeds success, especially when self-efficacy is related with an internal attribution of causality. Estudios de Psicología, 33, 151-165. https://doi.org/10.1174/021093912800676420
Soares, A. B., Francischetto, V., Dutra, B. M., Miranda, J. M. d., Nogueira, C. C. d. C., Leme, V. R., . . . Almeida, L. S. (2014). O impacto das expectativas na adaptação acadêmica dos estudantes no Ensino Superior. Psico-USF, Bragança Paulista, 19, 49-60.
van Rooij, E. C. M., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2017). Secondary school students’ engagement profiles and their relationship with academic adjustment and achievement in university. Learning and Individual Differences, 54, 9-19. https://doi.org/10.1016/j.lindif.2017.01.004
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329-339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2002). Becoming a self–regulated learner: an overview. Theory into Practice, 41, 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183. https://doi.org/10.3102/0002831207312909
Zulma Lanz, M. (2006). Aprendizaje autorregulado: el lugar de la cognición, la metacognición y la motivación. Estudios pedagógicos (Valdivia), 32, 121-132. https://doi.org/10.4067/S0718-07052006000200007
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Published
2020-12-31
How to Cite
Zuñiga-Vilches, M., Vergara-Morales , J., Pérez , M.-V., & Díaz, A. (2020). Cognitive-motivational factors related to adjustment to university life of Chilean students. Escritos De Psicología - Psychological Writings, 13(2), 71–79. https://doi.org/10.24310/espsiescpsi.v13i2.12411
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