Related Experiment Video
Updated: Jun 28, 2026
12:55
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
[Learning approaches, self-regulation and achievement in three European universities]
Jesús de la Fuente1, Mari Carmen Pichardo, Fernando Justicia
1Facultad de Humanidades u Ciencias de la Educación, Universidad de Almería, Almería, Spain. jfuente@ual.es
Psicothema
|October 23, 2008
Summary
Student learning approaches are linked to self-regulation and academic performance. Different performance types show varied relationships, explaining research discrepancies.
Area of Science:
- Educational Psychology
- Cognitive Science
Context:
- Study conducted across three European universities (UK and Spain).
- Utilized self-report questionnaires (R-SPQ-2F and IATLP Scales).
Purpose:
- To investigate the interrelationship between learning approaches, self-regulation, and academic performance.
- To explore how different types of academic performance (conceptual, procedural, attitudinal) are associated with learning strategies.
Summary:
- Findings reveal a significant connection between students' learning approaches and their self-regulation abilities.
- Academic performance, encompassing conceptual, procedural, and attitudinal aspects, demonstrates distinct correlations with various learning approaches.
- These nuanced relationships may clarify inconsistencies observed in prior educational research.
Impact:
- Provides empirical evidence for the link between learning strategies and student outcomes.
- Suggests that tailoring educational interventions to specific performance types could enhance learning.
- Opens avenues for future research into optimizing learning environments and student support mechanisms.
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