Self-regulated learning, self-efficacy beliefs and performance during the late childhood
This article analyzes relations between self-regulated learning, self-efficacy beliefs, and performance in tasks of solving arithmetic problems. The research includes 268 six-year-old students enrolled in the first year of primary school in Spain. The results from binary logistic regression models i...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Asociación Interuniversitaria de Investigación Pedagógía
2010-10-01
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| Series: | RELIEVE: Revista Electrónica de Investigación y Evaluación Educativa |
| Subjects: | |
| Online Access: | http://www.uv.es/RELIEVE/v16n2/RELIEVEv16n2_4eng.htm |
| _version_ | 1818254055948943360 |
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| author | Salmerón-Pérez, Honorio Gutierrez-Braojos, Calixto Fernández-Cano, Antonio Salmeron-Vilchez, Purificación |
| author_facet | Salmerón-Pérez, Honorio Gutierrez-Braojos, Calixto Fernández-Cano, Antonio Salmeron-Vilchez, Purificación |
| author_sort | Salmerón-Pérez, Honorio |
| collection | DOAJ |
| description | This article analyzes relations between self-regulated learning, self-efficacy beliefs, and performance in tasks of solving arithmetic problems. The research includes 268 six-year-old students enrolled in the first year of primary school in Spain. The results from binary logistic regression models indicate that self-regulated learning and its interaction with self-efficacy beliefs predict performance. Finally, the cluster analysis shows four profiles of students: i) positive adjusted; ii) negative unadjusted I; iii) negative unadjusted II y; iv) negative adjusted.. Este artículo analiza relaciones entre el aprendizaje autorregulado, las creencias de autoeficacia y el desempeño en tareas de resolución de problemas aritméticos. El estudio se ha llevado a cabo con 268 escolares de seis años de edad y matriculados en el primer año de educación primaria en España. Los resultados obtenidos mediante modelos de regresión logística binaria indican que el aprendizaje autorregulado y su interacción con las creencias de autoeficacia predicen el desempeño. Por último, la aplicación de un análisis Cluster muestra cuatro perfiles de escolares, denominados: i) ajustado positivo; ii) desajustado negativo I; iii) desajustado negativo II y; iv) ajustado negativo. |
| first_indexed | 2024-12-12T16:49:53Z |
| format | Article |
| id | doaj.art-2e82be6810a745f3957605659238bf24 |
| institution | Directory Open Access Journal |
| issn | 1134-4032 |
| language | English |
| last_indexed | 2024-12-12T16:49:53Z |
| publishDate | 2010-10-01 |
| publisher | Asociación Interuniversitaria de Investigación Pedagógía |
| record_format | Article |
| series | RELIEVE: Revista Electrónica de Investigación y Evaluación Educativa |
| spelling | doaj.art-2e82be6810a745f3957605659238bf242022-12-22T00:18:22ZengAsociación Interuniversitaria de Investigación PedagógíaRELIEVE: Revista Electrónica de Investigación y Evaluación Educativa1134-40322010-10-01162118Self-regulated learning, self-efficacy beliefs and performance during the late childhoodSalmerón-Pérez, HonorioGutierrez-Braojos, CalixtoFernández-Cano, AntonioSalmeron-Vilchez, PurificaciónThis article analyzes relations between self-regulated learning, self-efficacy beliefs, and performance in tasks of solving arithmetic problems. The research includes 268 six-year-old students enrolled in the first year of primary school in Spain. The results from binary logistic regression models indicate that self-regulated learning and its interaction with self-efficacy beliefs predict performance. Finally, the cluster analysis shows four profiles of students: i) positive adjusted; ii) negative unadjusted I; iii) negative unadjusted II y; iv) negative adjusted.. Este artículo analiza relaciones entre el aprendizaje autorregulado, las creencias de autoeficacia y el desempeño en tareas de resolución de problemas aritméticos. El estudio se ha llevado a cabo con 268 escolares de seis años de edad y matriculados en el primer año de educación primaria en España. Los resultados obtenidos mediante modelos de regresión logística binaria indican que el aprendizaje autorregulado y su interacción con las creencias de autoeficacia predicen el desempeño. Por último, la aplicación de un análisis Cluster muestra cuatro perfiles de escolares, denominados: i) ajustado positivo; ii) desajustado negativo I; iii) desajustado negativo II y; iv) ajustado negativo.http://www.uv.es/RELIEVE/v16n2/RELIEVEv16n2_4eng.htmSelf-regulation learningself-efficacy beliefsperformancechildhoodsolving arithmetic problems |
| spellingShingle | Salmerón-Pérez, Honorio Gutierrez-Braojos, Calixto Fernández-Cano, Antonio Salmeron-Vilchez, Purificación Self-regulated learning, self-efficacy beliefs and performance during the late childhood RELIEVE: Revista Electrónica de Investigación y Evaluación Educativa Self-regulation learning self-efficacy beliefs performance childhood solving arithmetic problems |
| title | Self-regulated learning, self-efficacy beliefs and performance during the late childhood |
| title_full | Self-regulated learning, self-efficacy beliefs and performance during the late childhood |
| title_fullStr | Self-regulated learning, self-efficacy beliefs and performance during the late childhood |
| title_full_unstemmed | Self-regulated learning, self-efficacy beliefs and performance during the late childhood |
| title_short | Self-regulated learning, self-efficacy beliefs and performance during the late childhood |
| title_sort | self regulated learning self efficacy beliefs and performance during the late childhood |
| topic | Self-regulation learning self-efficacy beliefs performance childhood solving arithmetic problems |
| url | http://www.uv.es/RELIEVE/v16n2/RELIEVEv16n2_4eng.htm |
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