This research focused on designing and validating a scale to assess the level of learning competence in university students. Learning competence refers to the acquisition, selection and integrated mobilization of the knowledge, skills and attitudes required for continuous, life-long learning. The development of this competence is a basic training goal, because it constitutes an essential element of life-long learning. Learning competence comprises four dimensions: self-knowledge as apprenticeship, construction of knowledge, self-management of learning, and knowledge transfer. To validate the theoretical model of the construct, were conducted exploratory and confirmatory analyses. The results largely confirmed this structure (.86 reliability of the full scale and between .57 and .83 reliability of the sub-scales as well as the adequacy of the structural model chosen: GFI = .94, RMSEA = .039); thus, it is possible to conclude that the Learning Competence Scale (LCS) is a valid 17-item tool for measuring this competence.Keywords: Learning competence, learning strategies, self-management of learning, life-long learning, structural validity. ResumenEsta investigación se centra en el diseño y validación de una escala para evaluar el nivel de la competencia para aprender de los estudiantes universitarios. La competencia para aprender se refiere a la adquisición, selección y movilización integrada de los conocimientos, habilidades y actitudes necesarios para aprender de manera continuada a lo largo de la vida. El desarrollo de esta competencia es un objetivo formativo fundamental por su influencia en el desarrollo personal y profesional. Se parte de que la competencia para aprender está compuesta de cuatro dimensiones: conocimiento personal como aprendiz, construcción del conocimiento, autogestión del aprendizaje y transferencia del conocimiento. Se han realizado análisis exploratorios y confirmatorios para validar el modelo teórico del constructo. Los resultados confirman en buena medida esta estructura (fiabilidad 0.86 de la escala total y entre .57 y .75 de las sub-escalas, así como la adecuación del modelo estructural elegido: GFI = .94, RMSEA = .039), lo que permite considerar la Escala de Competencia de Aprendizaje (LCS) como un instrumento válido de 17 ítems para medir esta competencia.Palabras clave: Competencia para aprender, estrategias de aprendizaje, autogestión del aprendizaje, aprendizaje a lo largo de la vida, validez estructural.

The teacher's perception of their teaching self-efficacy includes a whole set of beliefs about their own ability to teach and to exert a positive effect on student learning. These beliefs are linked to behaviour patterns that teachers show in the classroom, and that establish marked differences in the type of teaching and in the strategies and methodologies used by teachers in their daily practice. This paper examines the results of a study in which 71 teachers and over 200 students from the University of Deusto (Spain) and the Catholic University of Temuco (Chile) took part. The aim of this study was to analyse teachers' beliefs and their relationship to students' perceived learning.

This study aims to examine the relationship between the learning competence and the autonomy value. The values underlying autonomy and the theoretical dimensions of the learning competence were described. Scales to collect information on these constructs were drawn up and validated. Nearly 500 university students from five different faculties at the University of Deusto (Bilbao, Spain) took part in the study. Findings indicate that autonomy and the learning competence are moderately positively related.

This study aims to examine the relationship between the learning competence and the autonomy value. The values underlying autonomy and the theoretical dimensions of the learning competence were described. Scales to collect information on these constructs were drawn up and validated. Nearly 500 university students from five different faculties at the University of Deusto (Bilbao, Spain) took part in the study. Findings indicate that autonomy and the learning competence are moderately positively related.