Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil

Lucía Herrera Torres, Mara Rachel Souza-Soares de Quadros, Laura C. Sánchez-Sánchez and Tamara Ramiro-Sánchez
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Lucía Herrera Torres: Department of Developmental and Educational Psychology, Faculty of Science Education and Sport, University of Granada, Calle Santander, N° 1, 52071 Melilla, Spain
Mara Rachel Souza-Soares de Quadros: Centro de Convergência, Campus Morro do Cruzeiro, Universidade Federal de Ouro Preto, Ouro Preto 35400-000, Brazil
Laura C. Sánchez-Sánchez: Department of Developmental and Educational Psychology, Faculty of Science Education and Sport, University of Granada, Calle Santander, N° 1, 52071 Melilla, Spain
Tamara Ramiro-Sánchez: Department of Developmental and Educational Psychology, Faculty of Science Education and Sport, University of Granada, Calle Santander, N° 1, 52071 Melilla, Spain

IJERPH, 2021, vol. 18, issue 11, 1-16

Abstract: The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching–learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching–learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching–learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil.

Keywords: self-regulation; external regulation; study techniques; teaching–learning processes; educational infrastructure; type of institution; academic year (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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