Indian Journal of Science and Technology

Abstract

Objectives: A study was carried out that evaluated the association between student attitude and motivation with the self-regulation of learning in Engineering students, in an estimated one thousand two hundred and fifty (1250) students between the years 2014 and 2016. Methods/Statistical Analysis: An inferential statistical study was performed. Selfregulation of learning was assessed using the SRLI (Self-Regulation of Learning Inventory), which is a questionnaire consisting of 80 questions weighted from 1 to 5 on the basis the linker scale. To quantify the Learning Self-Regulation score, each scale of the instrument was quantified separately and the total score is the sum of each of the scales that make it up. The Chi-Square test between self-regulation of learning and the variables Student Attitude and Motivation was used to know if there is statistical significance between them taking into account the hypothesis test. Findings: The results indicate that there is an important association of statistical significance between attitude and self-regulation of learning, motivation and self-regulation of learning and between attitude and student motivation at a level of significance of 95%. Application/Improvements: The instrument for measuring Self-Regulation for Learning (SRLI) is considered a reliable and effective tool. It allows identifying weaknesses in students with the aim of adopting strategies and advising the teaching-learning processes according to the considerations that a self-regulated student must fulfill. In addition, knowing the statistical association between self-regulation of learning, attitude and motivation will allow professors to design improvement plans that contribute to improve decision-making in students and, at the same time, allow them to solve with relative ease problematic situations related to their area of professional performance.

Keywords: Association, Attitude, Motivation, Self-Regulation, Statistic, Students