Self-regulated learning strategies in first-year university students: a mixed-methods approach
Keywords:
Self-regulated learning, University students, First year, Academic performance, Mixed-methods approachAbstract
Self-regulated learning (SRL) has become a key factor in academic success in higher education, particularly for first-year students who face, for the first time, a highly autonomous learning environment. This article presents a mixed-methods literature review of Latin American studies addressing the self-regulation strategies used by first-year university students. Research articles published in indexed scientific journals were analyzed, including both quantitative and qualitative approaches. The findings show that students who apply self-regulated strategies tend to exhibit better academic performance, higher intrinsic motivation, better planning skills, and greater emotional coping abilities when facing academic challenges. However, the effectiveness of these strategies is influenced by factors such as socioeconomic background, emotional maturity, gender, and institutional support. The mixed-methods approach makes it possible to integrate objective results with students’ perceptions, identifying barriers, strengths, and specific needs in the early stages of academic training. Furthermore, the review identifies opportunities for the implementation of educational interventions that include adaptive technologies, personalized tutoring, and active methodologies. It is concluded that strengthening self-regulation must be a priority for higher education institutions from the very beginning of university life. Promoting these strategies not only improves academic performance but also positively impacts student retention and the overall well-being of university students
References
Belletti, C., & Vaillant, D. (2022). Autorregulación y estrategias de aprendizajes de estudiantes universitarios principiantes y avanzados. Cuadernos de Investigación Educativa, 13(2). https://doi.org/10.18861/cied.2022.13.2.3255
Másmela Olivar, R., & Jiménez Rodríguez, E. A. (2024). Una reflexión sobre estrategias de aprendizaje para estimular la autorregulación del aprendizaje en estudiantes universitarios. Revista Social Fronteriza, 4(2), e42189. https://doi.org/10.59814/resofro.2024.4(2)189
Moreno, F., Palacios, J. P., & Núñez, F. E. (2021). Estrategias de autorregulación y competencia discursiva escrita en el nivel superior. Propósitos y Representaciones, 9(1), e1039. http://dx.doi.org/10.20511/pyr2021.v9n1.1039
Panadero, E. (2017). A Review of self‑regulated learning: six models and four directions for research. Frontiers in Psychology, 8, 1‑28. https://doi.org/10.3389/fpsyg.2017.00422
Pintrich, P. R., & De Groot, E. (1990). Motivational and self‑regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33‑40. https://doi.org/10.1037/0022-0663.82.1.33
Sofia J. Garofalo & M. H. Miño. (2021). Assessment strategies to promote self‑regulation of biology learning among first‑year university students. Ciência & Educação (Bauru), 27. https://doi.org/10.1590/1516-731320210053
Belletti, C., & Vaillant, D. (2022)
Carrera‑Viver, G. J., Gallardo‑Gallardo, M. I., Guerra‑Zapata, D. M., & Cisneros‑Males, D. A. (2023). Autorregulación del aprendizaje y el nivel universitario. Revista Científica Retos de la Ciencia. https://doi.org/10.53877/rc.7.16e.20230915.4
Hernández Barrios, J. & Camargo Uribe, A. (2017). Systematic Review of the Literature on Interventions to Improve Self‑Regulation of Learning in First‑Year University Students. Education Sciences, 15(3), 372. https://doi.org/10.3390/educsci15030372
Panadero, E. (2017). A Review of self‑regulated learning: six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Yot-Domínguez, C. & Marcelo, C. (2017). University students’ self‑regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14, 38. https://doi.org/10.1186/s41239-017-0076-8
Winne, P. H. & Hadwin, A. F. (1998). Self-regulation of learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 27–58). Lawrence Erlbaum.
Biwer, T., Dresel, M. & Mari, A. (2021). Resource-management strategies and metacognition in higher education. Learning and Instruction.
López-Angulo, Y. et al. (2024). Validation of the self-regulation of learning instrument for undergraduates. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1464424
Kickert, A., Minnaert, A. & Janssen, J. (2022). Integrating self-regulated learning and individual differences in the prediction of university academic achievement. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09315-w
Deci, E. L. & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self‑determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Zimmerman, B. J. (2002). Becoming a self‑regulated learner: an overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research (2ª ed.). SAGE.
Ziegler, N. (2014). Fostering self‑regulated learning through the European Language Portfolio: an embedded mixed‑methods study. Modern Language Journal, 98(2), 426–442. https://doi.org/10.1111/modl.12147
Onwuegbuzie, A. J., & Teddlie, C. (2003). A framework for analyzing data in mixed methods research. Handbook of Mixed Methods in Social & Behavioral Research. https://doi.org/10.4135/9781412984269.n18
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs–principles and practices. Health Services Research, 48(6 Pt 2), 2134–2156. https://doi.org/10.1111/1475-6773.12117
Lindín, E. et al. (2022). Resource‑management strategies and metacognition in higher education: A systematic review. Learning and Instruction. https://doi.org/10.1080/17408989.2021.1999916
Yot‑Domínguez, C., & Marcelo, C. (2017). University students’ self‑regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14, 38. https://doi.org/10.1186/s41239-017-0076-8
Williamson, K. M., Purwanto, S., Evans, N. J., & Mutambik, I. (2015). Using audio diaries to examine students’ self‑regulated learning in mathematics during online teaching. Learning, Media and Technology, 40(1), 28–48. https://doi.org/10.1080/17439884.2014.912350
Saldaña, J. (2021). The Coding Manual for Qualitative Researchers (4ª ed.). SAGE.
Hasan, I., Mirza, D., & Hu, L. (2023). Mixed-methods approaches to SRL interventions in first-year students. Journal of Self-Regulated Learning. https://doi.org/10.3390/educsci15030372
Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6ª ed.). SAGE.
Aguinaga Villegas, D. R., & Palacios Garay, J. P. (2023). Autorregulación del aprendizaje y pensamiento crítico en estudiantes universitarios. Revista Ecuatoriana de Psicología, 6(15), 96–108. https://doi.org/10.33996/repsi.v6i15.92
Gallardo Gallardo, M. I., Guerra Zapata, D. M., Carrera-Viver, G. J., & Cisneros-Males, D. A. (2024). Autorregulación del aprendizaje en estudiantes universitarios y su incidencia en abandono, motivación, satisfacción y compromiso. Retos de la Ciencia, 8(18), 1–17. https://doi.org/10.53877/rc.8.18.20240701.12
Huamani De la Cruz, R. E., Palacios Garay, J. P., & Quintana Otero, R. N. (2022). Autoeficacia académica y autorregulación emocional en la educación superior. Revista Ecuatoriana de Psicología. https://doi.org/10.33996/repsi.v6i15.92
Kupczyszyn, H., & Bastacini, M. C. (2020). Autorregulación en estudiantes universitarios: estrategias de aprendizaje, motivación y emociones. Revista Educación, 44(1), 1–29. https://doi.org/10.15517/revedu.v44i1.37713
Williams, C., Santelices, L., Ávila, M., Soto, M., & Dougnac, A. (2017). Impacto de la autorregulación del aprendizaje sobre resultados en asignaturas científicas en estudiantes de medicina. Revista Médica de Chile, 145(5), 595–602. https://recyt.fecyt.es/index.php/BORDON/article/download/60148/42969
Gálvez‑Gamboa, F., Pinochet‑Quiroz, P., Lepe‑Martínez, N., & Cabrera Lolic, H. (2024). Experiencia de aprendizaje autorregulado y su efecto en el rendimiento académico de universitarios de primer año. Revista Ecuat. Neurol, 33(1).
Vera Sagredo, A. (2020). Autorregulación en el aprendizaje de estudiantes y su relación con rendimiento académico. Revista Conhecimento Online. https://doi.org/10.25112/rco.v2.2943
Musso, F., Costa, R., & Duarte, P. (2012). Procesos cognitivos, emociones y autorregulación en estudiantes universitarios. Revista Educación, 44(1). https://doi.org/10.15517/revedu.v44i1.37713
Aguinaga Villegas, D. R., & Palacios Garay, J. P. (2023). Autorregulación del aprendizaje y pensamiento crítico en estudiantes universitarios. Revista Ecuatoriana de Psicología, 6(15), 96–108. https://doi.org/10.33996/repsi.v6i15.92
Gallardo Gallardo, M. I., Guerra Zapata, D. M., Carrera‑Viver, G. J., & Cisneros‑Males, D. A. (2024). Autorregulación del aprendizaje en estudiantes universitarios y su incidencia en abandono, motivación, satisfacción y compromiso. Retos de la Ciencia, 8(18), 1–17. https://doi.org/10.53877/rc.8.18.20240701.12
Huamani De la Cruz, R. E., Palacios Garay, J. P., & Quintana Otero, R. N. (2022). Autoeficacia académica y autorregulación emocional en la educación superior. Revista Ecuatoriana de Psicología. https://doi.org/10.33996/repsi.v6i15.92
Musso, F., Costa, R., & Duarte, P. (2020). Autorregulación en estudiantes universitarios: estrategias de aprendizaje, motivación y emociones. Revista Educación, 44(1), 1–29. https://doi.org/10.15517/revedu.v44i1.37713
Vera Sagredo, A. (2020). Autorregulación en el aprendizaje de estudiantes y su relación con rendimiento académico. Revista Conhecimento Online. https://doi.org/10.25112/rco.v2.2943
Williams, C., Santelices, L., Ávila, M., Soto, M., & Dougnac, A. (2017). Impacto de la autorregulación del aprendizaje sobre resultados en asignaturas científicas en estudiantes de medicina. Revista Médica de Chile, 145(5), 595–602. https://recyt.fecyt.es/index.php/BORDON/article/download/60148/42969https://periodicorease.pro.br/rease/article/view/13058/6307
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Roger Audes Baltazar Flores (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
