Self-Regulated Learning Competencies in University Students: Factorial and Communality Analysis

Mucha-Hospinal L.F.; Surichaqui-Salinas M.Á.; Guerra-Cóndor W.V.; Aragón-Pizarro A.J.; Huamán-Pérez M. · Estudios Pedagogicos (2025) · DOI: 10.4067/s0718-07052025000300407

Resumen

Self-regulated learning skills are essential for students’ academic success. For this reason, this research emerged, which aims to determine self-regulated learning skills in university students. To do so, a quantitative approach with a descriptive transversal design was used. The results reveal that elaboration and organization skills significantly impact students’ academic performance. Intrinsic orientation contributes 31.53%, time management 25.9%, and effort regulation 24.5%; elaboration and organization are the ones that contribute the most, with 55.37% and 66.5%. It is concluded that the skills intrinsic orientation, time management, and self-regulation of effort are key to self-regulated learning. They allow students to set clear goals, organize their time, and stay motivated, which helps them achieve their academic goals and develop useful skills for their learning.

Instituciones: Universidad Continental; Universidad Peruana Los Andes