Resumen

BERRIDI RAMIREZ, Rebeca  y  MARTINEZ GUERRERO, José I.. Self-regulation strategies in virtual learning context. Perfiles educativos [online]. 2017, vol.39, n.156, pp.89-102. ISSN 0185-2698.

The aims of this study were focused on identifying self-regulated learning strategies and analyzing their relationship with educational performance of students in virtual learning environments. The design and construction of the self-regulated learning scale in virtual contexts followed systematic psychometric procedures that ensured the creation of satisfactory reliability and validity indexes. The structure of the tool includes four dimensions: I) strategies of planning and control in virtual learning contexts (α. 86); II) motivational attributions in virtual contexts (α. 82); III) collaborative work with colleagues (α. 83); and IV) support of the advisor in tasks (α. 80). The measurement model was verified by means of confirmatory factor analysis with adjustment indexes. The identification of certain self-regulation strategies such as control, planning and motivational attribution, as well as the degree of relationship with students' school performance, provides information about some success factors in virtual learning contexts.

Palabras llave : Self-regulation; virtual environments; education; learning strategies; school performance.