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Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil

The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation vari...

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Autores principales: Herrera Torres, Lucía, Souza-Soares de Quadros, Mara Rachel, Sánchez-Sánchez, Laura C., Ramiro-Sánchez, Tamara
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8199209/
https://www.ncbi.nlm.nih.gov/pubmed/34072935
http://dx.doi.org/10.3390/ijerph18115914
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author Herrera Torres, Lucía
Souza-Soares de Quadros, Mara Rachel
Sánchez-Sánchez, Laura C.
Ramiro-Sánchez, Tamara
author_facet Herrera Torres, Lucía
Souza-Soares de Quadros, Mara Rachel
Sánchez-Sánchez, Laura C.
Ramiro-Sánchez, Tamara
author_sort Herrera Torres, Lucía
collection PubMed
description The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching–learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching–learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching–learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil.
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spelling pubmed-81992092021-06-14 Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil Herrera Torres, Lucía Souza-Soares de Quadros, Mara Rachel Sánchez-Sánchez, Laura C. Ramiro-Sánchez, Tamara Int J Environ Res Public Health Article The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching–learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching–learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching–learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil. MDPI 2021-05-31 /pmc/articles/PMC8199209/ /pubmed/34072935 http://dx.doi.org/10.3390/ijerph18115914 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Herrera Torres, Lucía
Souza-Soares de Quadros, Mara Rachel
Sánchez-Sánchez, Laura C.
Ramiro-Sánchez, Tamara
Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil
title Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil
title_full Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil
title_fullStr Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil
title_full_unstemmed Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil
title_short Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil
title_sort satisfaction with self and external regulation of learning in higher education students in brazil
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8199209/
https://www.ncbi.nlm.nih.gov/pubmed/34072935
http://dx.doi.org/10.3390/ijerph18115914
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