Estrategias de Aprendizaje y Autorregulación en Estudiantes Universitarios de Nuevo Ingreso

Johanna Patricia Ordóñez-Calle

doi:10.70171/pca84329

Authors

Johanna Patricia Ordóñez-Calle Universidad Técnica Particular de Loja Author https://orcid.org/0009-0005-8493-9238

DOI:

https://doi.org/10.70171/pca84329

Keywords:

university adaptation, higher education, learning management, educational interventions

Abstract

Justification: the ability of students to face academic, social, and emotional challenges in higher education directly influences their academic success and adaptation to this new environment. Objective: to evaluate the learning strategies and motivational self-regulation in first-year university students from a private university in Zone 7 of Ecuador. Methodology: non-experimental design, quantitative approach, descriptive scope, and cross-sectional study. The sample consisted of 366 students (59.6% female, with an average age of 19), selected using non-probabilistic sampling. The University Study Strategies and Motivation Questionnaire (CEMEU) was applied. Results: students primarily use cognitive and communicative strategies in their learning process, particularly excelling in integrating new knowledge with previously acquired content. However, it was observed that planning and reviewing cognitive processes, especially in exam preparation, are not widely practiced. In terms of motivational self-regulation, students show a high sense of self-efficacy and intrinsic motivation toward their career, but low scores in concentration suggest the presence of distractions that may interfere with their academic performance. Conclusion: the importance of strengthening review strategies, improving concentration, and providing emotional support is highlighted to facilitate effective learning and student well-being.

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