Self-regulated learning strategies in university students during the COVID-19 period

Abstract

Self-regulated work became especially important during the emergency due to COVID-19 in order to find solutions to the problems that involved social distancing and the modification of teaching conditions. The aim of this research was to analyze the use of learning strategies and their relationship with learning performance in the context of online education, derived from the COVID-19 emergency period. A descriptive, cross-sectional and quantitative approach study was carried out with a sample of 611 students from a Mexican university. The results revealed that, although they did not enjoy online education due to the pandemic, their learning achievements were satisfying. The hierarchical regression model showed high predictive influence of the use of learning strategies and low influence of context on learning performances. The need to increase the development of self-regulated learning emerged; to do so, teachers should strengthen pedagogical and digital competencies.