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

Abstract

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.

Analysis of the university experience of undergraduate students of Education degrees

“…These results point to something that other studies on teaching and learning have already shown: personalised education is one of the best tools for favouring student learning and retention[ [52] , [53] , [54] ]. In this case, it is identified as the main dimension for helping students finish their degree and preventing those who feel inclined to drop out from doing so.…”