Autorregulación del aprendizaje y rasgos de personalidad en estudiantes universitarios
DOI:
https://doi.org/10.35622/j.rie.2022.03.005Palabras clave:
aprendizaje, autorregulación, personalidadResumen
La presente investigación analiza la relación entre la autorregulación del aprendizaje y las características de personalidad de los estudiantes universitarios pertenecientes a la Corporación Universitaria Minuto de Dios – UNIMINUTO de Bogotá - Colombia. La muestra estuvo conformada por 75 hombres y mujeres entre 18 y 45 años de edad. A partir de la aplicación de los instrumentos: Perfil e inventario de personalidad de Gordon (ascendencia, responsabilidad, estabilidad emocional, sociabilidad, cautela, originalidad, compromiso, vitalidad y autoestima) y el cuestionario de autorreporte – autorregulación del aprendizaje se efectuó el análisis correlacional mediante Rho de Spearman (nivel de significancia p<0,05). Los resultados sugieren que los estudiantes que conocen y aplican técnicas de autorregulación del aprendizaje suelen ser dominantes (ascendencia), independientes por lo que se responsabilizan de sus metas personales (responsabilidad), estables emocionalmente y sociables. Por otra parte, los estudiantes cautelosos, originales y orientados a comprender a otros, tienden a dar escasa importancia o emplear en menor medida el uso de estrategias de autorregulación del aprendizaje.
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Derechos de autor 2022 Danna Cepeda, Jenny Mahecha
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
