Personal self-regulation as a variable student (presage)
Barra lateral del artículo
Contenido principal del artículo
Resumen
The self-regulation that people use in daily life has not traditionally been studied by educational psychologists. However, after Zimmerman showed the existence of common processes in different domains, experts have taken an interest in analyzing the self-regulating components common to different spheres (education, work, and health). This model considers personal self-regulation as a presage variable in the teaching-learning process. The Self-Regulation Questionnaire (SRQ) designed by Brown, Miller and Lawendowski has been used most often in the research on personal self-regulation. Several studies have examined this instrument’s psychometric characteristics, leading to development of the Short Self-Regulation Questionnaire (SSRQ). This short version has been shown to be a plausible alternative to the long version, in a Spanish sample (Pichardo et al., in review). There is little research in the educational sphere that treats self-regulation as a presage variable; most cases have focused on the more restrictive variable of self-regulated learning. However, studies have shown the importance of including personal self-regulation, in its full sense, as a presage variable. We can infer that the interaction of personal self-regulation with other variables, whether personal (age, gender) or academic (learning approaches, coping strategies, academic selfregulation, regulatory teaching, resilience, etc.), constitutes an interesting, novel focus when analyzing the teaching-learning process at university. We have seen the value of this study, due to the importance of this variable and the dearth of research studies to date that treat educational variables and personal self-regulation.
Descargas
Detalles del artículo
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:
- Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cuál estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons que permite a terceros copiar y redistribuir el material en cualquier medio o formato bajo los siguientes términos: —se debe dar crédito de manera adecuada, brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante (Atribución); — no se puede hacer uso del material con propósitos comerciales (No Comercial); — si se remezcla, transforma o crea a partir del material, no podrá distribuirse el material modificado (Sin Derivadas).
- Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: en archivos telemáticos institucionales o en su página web) antes y durante el proceso de envío, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada. (Véase El efecto del acceso abierto).
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Citas
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall.
Baumeister, R. F., Bratslavsky, E., Muraven, M., & Tice, D. M. (1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology, 74, 1252–1265.
Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7, 1–15.
Boekaerts, M., Maes, S., & Karoly, P. (2005). Self-Regulation Across Domains of Applied Psychology: Is there an Emerging Consensus? Applied Psychology: An International Review, 54(2), 149-154.
Brown, J. M. (1998). Self-regulation and the addictive behaviours. En W. R. Miller y N. Heather (Eds.), Treating Addictive Behaviors (2nd ed.) (pp. 61-73). New York: Plenum Press.
Brown, J.M., Miller, W.R., Lawendowski, L.A. (1999). The self-regulation questionnaire. In: VandeCreek, L, Jackson, TL. (Eds.). Innovations in clinical practice: A sourcebook. Vol. 17, pp. 281–292. Sarasota, FL: Professional Resource Press/Professional Resource Exchange.
Brown, A., & Newby-Clark, I.R. (2005). Self-regulation and problem gambling. Final report submitted to the Ontario Problem Gambling Research Centre. Accessed February 21, 2013: http://www.austgamingcouncil.org.au/images/pdf/eLibrary/2009.pdf
Carey, K.B., Neal, D.J., & Collins, S.E. (2004). A Psychometric analysis of self-regulation questionnaire. Addictive Behaviours, 29, 253-260.
Chavarria, J., Stevens, E.B., Jason, L.A., and Ferrari, J.R. (2012). The Effects of Self-Regulation and Self-Efficacy on Substance Use Abstinence. Alcoholism Treatment Quarterly, 30, 422-432.
Chorot, P., & Sandín, B. (1987). Escalas de Estrategias de Coping. [Scales of Coping strategies]. Madrid: UNED.
Chorot, P., & Sandín, B. (1993). Escalas de Estrategias de Coping revisado (EEC-R). [Scales of revised Coping strategies]. Madrid: UNED.
Creed, P.A., Fallon, T., & Hood, M. (2009). The relationship between career adaptability person and situation variables, and career concerns in young adult. Journal of Vocational Behavior, 74, 219-229.
De la Fuente, J. (2003). Cuestionario de Autorregulación personal (CAR). [Personal self-regulation questionnaire (SRQ)]. Unpublished manuscript.
De la Fuente, J., Berbén, A.B.G., & Martínez, J.M. (2006). La autorregulación personal de los estudiantes universitarios. [Personal self-regulation of university students.] In J.L. Benítez, A.B.G. Berbén, F. Justicia, & J. De la Fuente (Eds.), La universidad ante el reto del Espacio Europeo de Educación Superior: investigaciones recientes (pp. 68-88). Madrid: EOS.
De la Fuente, J., & Cardelle-Elawar, M. (2011). Personal Self-Regulation and Copyng Style in University Students. In L.B., and R.A. Nichelson (Eds.), Psychology of individual Differences (pp. 171-182). New York: Nova Science Publishers, Inc.
De la Fuente, J., Peralta, F.J., & Sánchez, M.D. (2009). Autorregulación personal y la percepción de los comportamientos escolares desadaptativos. [Personal self-regulation and the perception of disadaptive school behaviors.] Psicothema, 21(4), 548-554.
De la Fuente, J., Trianes, M.V., Peralta, F.J., & Sánchez, M.D. (2007). Autorregulación personal y comportamientos de inadaptación sociopersonal y escolar. [Personal self-regulation and disadaptive socio-personal and school behaviors]. Presented at the I Congreso Internacional de Violencia Escolar (Bullying). November: Almería.
De la Fuente, J., Zapata, L., Martínez-Vicente, J.M., Cardelle-Elawar, M., Sander, P., Justicia, F., Pirchardo, M.C., & García-Berbén, A.C. (2012). Regulatory teaching and self-regulated learning in college students: Confirmatory Validation Study of the IATLP Scale. Electronic Journal of Research in Educational Psychology, 10(2), 839-866.
De Ridder, D., & de Wit, J. (2006). Self- Regulation in Health Behavior. New York: Wiley.
Duckworth A.L., Grant H., Loew B., Oettingen G., & Gollwitzer P. (2011). Self-Regulation strategies improve selfdiscipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17-26.
Elvira-Valdés, M. A., & Pujol, L. (2012). Autorregulación y rendimiento académico en la transición secundaria–universidad. [Self-regulation and academic performance in the secondary-to-university transition.] Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 10(1), 367-378.
Ferrari, J. R., Stevens, E. B., & Jason, L. A. (2009). The role of self-regulation in abstinence maintenance: Effects of communal living on self-regulation. Journal of Groups in Addiction & Recovery, 4, 32–41.
Hoyle, R.H. (2010). Handbook of Personality and self-regulations. Oxford: Wiley.
Hustad J.T.P., Carey K.B., Carey M.P., & Maisto S.A. (2009). Self-Regulation, alcohol consumption, and consequences in college student heavy drinkers: A simultaneous latent growth analysis. Journal of Studies on Alcohol and Drugs, 70, 373–382.
Kanfer, F.J. (1986). Implications of a self-regulation model therapy for treatment of addictive behaviours. In W.R. Miller & N. Heather (Eds.), Treating addictive behaviours: Process of Change (pp. 121-138). New York: Plenum Press.
Karoly, P., Boekaerts, M., & Maes, S. (2005). Toward Consensus in the Psychology of Self- Regulation: How Far Have We Come? How Far Do We Have Yet to Travel? Applied Psychology: An International Review, 54(2), 300–311.
Kogan, S.M., & Bordy, G.H. (2009). Linking parenting and informal mentor processes to depressive symptoms among rural African American Young adult men. Cultural Diversity and Ethnic Minority Psychology, 16(3), 299-306.
Latham, G.P., & Locke, E.A. (1991). Self-regulation through goal setting. Organizational Behaviour and Human decision Processes, 50, 212-247.
Latham, G.P., & Locke, E.A. (2007). New Developments in and Directions for Goal-Setting Research. European Psychologist, 12(4), 290-300.
Miller, W.R., & Brown, J.M (1991). Self-regulation as a conceptual basis for the prevention and treatment of addictive behaviours. In N. Heather, W.R. Miller y J. Greely (Eds.), Self-control and the addictive behaviours (pp.3-79). Sydney: Maxwell Macmillan.
Muraven, M., Collins, R. L., Morsheimer, E. T., Shiffman, S., & Paty, J. A. (2005). The morning after: Limit violations and the self-regulation of alcohol consumption. Psychology of Addictive Behaviors, 19(3), 253–262.
Muraven, M., Collins, R. L., & Nienhaus, K. (2002). Self-control and alcohol restraint: An initial application of the self-control strength model. Psychology of Addictive Behaviors, 16, 113-120.
Neal, D.J., & Carey, K.B. (2005). A follow-up psychometric analysis of the Self-Regulation Questionnaire. Psychology of Addictive Behaviors, 19(4), 414–422.
Okun, M.A, Levy, R., Karoly, P., & Ruehlman, L. (2009). Dispositional happiness and college student GPA: Unpacking a null relation. Journal of Research in Personality, 43, 711-715.
Pichardo, M.C., Justicia, F., García-Berbén, A.B., De la Fuente, J., & Martínez-Vicente, J.M. (in press). Psychometric Analysis of the Self-Regulation Questionnarie (SRQ) at Spanish Universities. The Spanish Journal of Psychology.
Quinn, P.D., & Fromme, K. (2010). Self-Regulation as a Protective Factor against Risky Drinking and Sexual Behaviour. Psychology of Addictive Behavior, 24 (3), 376-385.
Rosário, P., Lourenço, A., Paiva, M.O., Núñez, J.C, González-Piedra, J., & Valle, A. (2012). Autoeficacia y utilidad percibida como condiciones necesarias para un aprendizaje académico autorregulado. [Self-efficacy and perceived utility as necessary conditions for self-regulated academic learning.] Anales de Psicología, 28(1). Accessed September 1, 2013: http://repositorium.sdum.uminho.pt/bitstream/1822/14907/1/2012%2c%20Autoeficacia%20y%20utilidad%20percibida%20como%20condiciones%20necesarias%20para%20un%20aprendizaje%20acad%C3%A9mico%20autorregulado%2c%20anales%20de%20psicolog%C3%ADa%2c%20Ros%C3%A1rio%20et%20al.pdf
Sandín, B., & Chorot, P. (2003). Cuestionario de Afrontamiento del Estrés (CAE): desarrollo y validación preliminar. [Questionnaire on Coping with Stress: Preliminary development and validation.] Revista de Psicopatología y Psicología Clínica, 8(1), 39-54.
Schmeichel, B. J., & Baumeister, R. F. (2004). Self-regulatory strength. In R. F. Baumeister y K. D. Vohs (Eds.), Handbook of self-regulation: Research, Theory, and Applications (pp. 84-98). New York: Guildford Press.
Tangney, J. P., Baumeitser. R. F., & Boone, A. L. (2004). High self-control predicts good judgment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271–322.
Torrano, F., & González, M.C. (2004). Self-regulated learning: current and future directions. Electronic Journal of Research in Educational Psychology, 2(1), 1-34.
Vancouver, J.B., & Scherbaum C. A. (2008). Do we self-regulate actions or perceptions? A test of two computational models. Computational and Mathematical Organization Theory, 14, 1-20.
Vohs, K. D., Schmeichel, B. J., Nelson, N. M., Baumeister, R. F., Twenge, J. M., & Tice D. M. (2008). Making choices impairs subsequent self-control: A limited resource account of decision making, self-regulation, and active initiative. Journal of Personality and Social Psychology, 94, 883–898.
Winne, P.H. (2004). Comments on motivation in real-life, dynamic and interactive learning environments. European Psychologist, 9(4) 257-264.
Zapata, L. (2013). Personal Self-Regulation, Learning Approach and Coping Strategies in university teaching learning process with stress. Doctoral Dissertation unpublisher. Almería: University of Almería.
Zimmerman, B.J. (2002). Becoming a self-regulated learner: an overview. Theory into practice, 41 (2), 64-70