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ERIC Number: EJ1176737
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0144-3410
Social Interaction Learning Strategies, Motivation, First-Year Students' Experiences and Permanence in University Studies
García-Ros, Rafael; Pérez-González, Francisco; Cavas-Martínez, Francisco; Tomás, José M.
Educational Psychology, v38 n4 p451-469 2018
Applying a structural equations modelling methodology, the study analyses the relationships and effects of self-regulated learning (social interaction learning strategies and motivation) and first-year university experiences on permanence in the sophomore year. The participants are 239 first-year students in different Engineering degrees at a public university in south-eastern Spain. Two alternative structural models are evaluated, showing the superiority of the model where first-year university experiences completely mediate the effects of self-regulated learning on permanence. Motivation and social interaction learning strategies show direct effects on first-year university experiences, and first-year university experiences, in turn, show direct effects on permanence; additionally, both motivation and social interaction learning strategies have indirect effects on permanence via first-year university experiences. The noteworthy theoretical implications of the results are discussed, as well as the teaching methodology and support services provided to first-year university students.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A