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Self-regulated learning in basic school students: The impact of time management planning and procrastination
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Resumo(s)
El aprendizaje autorregulado es crucial para el éxito académico, ya que implica la capacidad de los alumnos para planificar,
gestionar su tiempo y controlar la procrastinación. Este estudio tiene como objetivo analizar la influencia de la gestión del
tiempo académico y de la procrastinación en el aprendizaje autorregulado de los alumnos en el contexto portugués. En el
estudio participaron un total de 690 alumnos (Medad= 12,9) de educación básica (tercer ciclo) de escuelas públicas. Se
administraron cuestionarios para evaluar las percepciones sobre el aprendizaje autorregulado, la planificación de la gestión
del tiempo académico y la procrastinación. Se utilizaron modelos de ecuaciones estructurales. Los principales resultados
mostraron que una mejor planificación de la gestión del tiempo académico se correlaciona con una mejora del aprendizaje
autorregulado. A su vez, la procrastinación se asocia con una menor capacidad de aprendizaje autorregulado. Los
resultados del estudio destacan la importancia de comprender mejor los factores que inciden en el aprendizaje
autorregulado de los alumnos para optimizar la instrucción y ayudarlos a convertirse en estudiantes más capaces e
independientes. Por último, se esbozan orientaciones para facilitar el aprendizaje autorregulado en el entorno educativo
Self-regulated learning is crucial to academic success, as it involves students’ capacity to plan, manage their time, and control procrastination. This study aimed to analyse the influence of academic time management and procrastination on students’ self-regulated learning in the Portuguese context. A total of 690 students (Mage= 12.9) in basic education (third cycle) from public schools participated in the study. Questionnaires were administered to assess perceptions of selfregulated learning, academic time management planning, and procrastination. Structural equation modelling was used, and the main results showed that better planning of academic time management is correlated with improved self-regulated learning. In turn, procrastination is associated with a decreased capacity for self-regulated learning. The study’s results highlight the importance of gaining a better understanding of the factors affecting students’ self-regulated learning to enhance instruction and help them become more capable and independent learners. Ultimately, prospective directions are outlined to facilitate self-regulated learning in the educational setting.
Self-regulated learning is crucial to academic success, as it involves students’ capacity to plan, manage their time, and control procrastination. This study aimed to analyse the influence of academic time management and procrastination on students’ self-regulated learning in the Portuguese context. A total of 690 students (Mage= 12.9) in basic education (third cycle) from public schools participated in the study. Questionnaires were administered to assess perceptions of selfregulated learning, academic time management planning, and procrastination. Structural equation modelling was used, and the main results showed that better planning of academic time management is correlated with improved self-regulated learning. In turn, procrastination is associated with a decreased capacity for self-regulated learning. The study’s results highlight the importance of gaining a better understanding of the factors affecting students’ self-regulated learning to enhance instruction and help them become more capable and independent learners. Ultimately, prospective directions are outlined to facilitate self-regulated learning in the educational setting.
Descrição
Palavras-chave
: aprendizaje autorregulado planificación de la gestión del tiempo procrastinación alumnos escuela self-regulated learning time management planning procrastination students school