Self-regulated learning, self-efficacy beliefs and performance during the late childhood

Authors

  • Honorio Salmerón-Pérez Universidad de Granada
  • Calixto Gutierrez-Braojos Universidad de Granada
  • Antonio Fernández-Cano Universidad de Granada
  • Purificación Salmeron-Vilchez Universidad de Granada

DOI:

https://doi.org/10.7203/relieve.16.2.4136

Keywords:

Self-regulation learning, self-efficacy beliefs, performance, childhood, solving arithmetic problems

Abstract

This article analyzes relations between self-regulated learning, self-efficacy beliefs and performance on tasks of solving arithmetic problems. The investigation has been developed with 268 students with six years old and enrolled in the first year of primary education in Spain. The results obtained by the application of binary logistic regression models indicate that self-regulated learning and its interaction with self-efficacy beliefs predict performance. Finally, the application of cluster analysis shows four profiles of students, called: i) positive adjusted; ii) negative unadjusted I; iii) negative unadjusted II y; iv) negative adjusted.

Author Biography

Antonio Fernández-Cano, Universidad de Granada

Universidad de Granada

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Issue

Vol. 16 No. 2 (2010)

Section

Research Articles

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