Abstract
The present research exposes the way in which eight students selected from virtual environments of a Peruvian institute of higher education perceive their self-regulation processes in the planning stage. The approach is qualitative with a phenomenological interpretative design. Based on the interview of eight students enrolled in the distance learning modality. The main finding is that students have their own beliefs about themselves that help motivate them permanently in the assignments they must complete. Determined by both external and internalfactors, these help academic tasks to be valued in a positive way, so that their completion gives them satisfaction.
| Translated title of the contribution | Creencias automotivadoras que potencian la autorregulación de estudiantes de cursos virtuales |
|---|---|
| Original language | American English |
| Pages (from-to) | 69-74 |
| Number of pages | 6 |
| Journal | CEUR Workshop Proceedings |
| Volume | 3353 |
| State | Indexed - 2023 |
| Event | International Congress of Trends in Educational Innovation, CITIE 2022 - Arequipa, Perú - Universidad Nacional San Agustin de Arequipa, Arequipa , Peru Duration: 8 Nov 2022 → 10 Nov 2022 https://pure.unsa.edu.pe/es/publications/self-motivational-beliefs-that-enhance-self-regulation-of-student |
Bibliographical note
Publisher Copyright:© 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
Keywords
- Zimmerman's self-regulation model
- socio-cognitive learning
- virtual environment
- virtual learning
