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Learning strategies and motivational auto-regulation. Profiling for first year university guidance

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dc.contributor.author Garcia-Ripa, Maria Ines
dc.contributor.author Sanchez-Garcia, Maria Fe
dc.contributor.author Risquez, Angelica
dc.date.accessioned 2016-09-05T08:29:33Z
dc.date.available 2016-09-05T08:29:33Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/10344/5186
dc.description peer-reviewed en_US
dc.description.abstract This investigation describes the design of the Strategies and Motivation for University Study Questionnaire (CEMEU in is version in Spanish) and its administration with a sample of 1,708 first year students at the Pontifical Catholic University of Argentina. Results are analysed in order to identify specific profiles in the use of study strategies and motivation. Satisfactory Cronbach’s Alpha coefficient is satisfactory, thus supporting the reliability of the instrument. Internal consistency and content validity are also supported by factor analysis and revision of the instrument by a panel of experts. Means differences are tested according to gender, age range and discipline in order to define student profiles around their competence in the use of strategies for study and motivation. These results can be applied in order to customise guidance interventions to students needs. en_US
dc.language.iso spa en_US
dc.relation.ispartofseries Revista Iberoamericana de Diagnóstico y Evaluación;41: 1, pp. 39-57
dc.relation.uri http://www.aidep.org/03_ridep/ridep.html
dc.subject learning strategies en_US
dc.subject motivation
dc.subject college students
dc.title Learning strategies and motivational auto-regulation. Profiling for first year university guidance en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2695085


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