Entornos hipermedia: posibilidades y retos

Esteban, María; Cerezo, Rebeca; Gutiérrez, Ana Bernardo; Fernández, Antonio Cervero; Pérez, José Carlos Núñez

doi:10.17979/reipe.2017.0.13.2105

Cited by 1 publication

(1 citation statement)

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“…These results seem to show that the postulates that gave rise to the creation and implementation of the EHEA, particularly the ECTS system of credits, have not yet been interiorized by students, who continue to perceive their study more traditionally. It is necessary to continue improving effective interventions regarding learning self-regulation; in this sense training programs in higher education such eTRAL (Cerezo et al, 2017) or Metatutor (Bouchet et al, 2016) have shown to have positive impacts on academic performance and success (Esteban et al, 2017) and can encourage better fit between students’ characteristics and the requirements from EHEA based study plans.…”

Section: Resultsmentioning

confidence: 99%

The Influence of Self-Regulation Behaviors on University Students’ Intentions of Persistance

et al. 2019

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The implementation of the European higher education area (EHEA) is a true paradigm change in university education in which the student, with particular consideration given to autonomous work, takes the place of the teacher as the central element of the teaching-learning process. In this autonomous work, the strategies the students regularly use become particularly important, given the supposition that doing that work will lead to academic success. The objective of this study is to analyze the variables that influence students’ expectations of success, measured through their intention to persist on the course they are doing. A questionnaire designed ad hoc was given to a sample of 1037 university students. It included aspects related to reasons for choosing the course, institutional integration, use of self-regulation strategies, and intention to drop out. Data analysis allowed the identification of satisfaction with the course chosen and appropriate study skills acquired in secondary education as predictors of expectations of academic persistance, with some differences in terms of gender. Other strategies such as class attendance or going deeply into course content did not figure. These results are at odds with the principles underlying the EHEA and show that they have not yet been interiorized by the students, who continue to perceive their studies more traditionally.

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Section: Resultsmentioning

confidence: 99%