Autorregulación del aprendizaje en la universidad: variables motivacionales desde contextos formales en Cuba

Abstract

The sustainable development objectives for Latin American and Caribbean communities are based on the need to guarantee quality education that promotes lifelong learning opportunities for all. From this perspective, the objective of this research was to describe motivational variables of selfregulated learning in the Cuban university context, an aspect that allowed to substantiate the role of motivation in the teaching-learning process. A non-experimental, transectional and descriptive design was assumed. It included 127 higher education students. Academic motivation scales and causal attributions validated for the context under study were used. The results indicated the existence of causal attributions of success and failure such as: effort, ability, complexity of content and teachers. Evidence of the use of learning goals and performance goals was demonstrated