Academic self-efficacy and self-regulation of learning in university students

Abstract

The confidence that a student demonstrates about their own abilities and the appropriate management of resources and responsibilities can be linked to their performance in the classroom and, therefore, to their professional training. For this reason, the main objective of this research was to know the relationship between academic self-efficacy and self-regulation of learning in engineering students from Lima, Peru. The research was carried out with quantitative methodology, correlational scope and non-experimental cross-sectional design, the effective sample was composed of 271 young engineering students. The results indicate that academic self-efficacy and learning self-regulation are positively and significantly related (r = .518, p < .00); likewise, positive relationships are presented between the dimensions of both variables. Furthermore, it has been seen that older students present significant differences in both variables compared to their younger peers; women show better self-efficacy and self-regulation than men. Finally, those who study and work and systems engineering students also have higher scores in both variables.