Self-Regulated learning and Academic Self-Efficacy: Correlation with academic achievement in engineering students

Abstract

The objective of this research is to determine the influences of self-regulated learning and academic self-efficacy on academic achievement in engineering students in online classes during the year 2021. The sample is made up of 76 students of electrical, computer and industrial engineering at the University of Tarapacá, Iquique campus. Two validated questionnaires are used in Chile. The Online Self-Regulated Learning Questionnaire (OSLQ) is used to measure the self-regulated learning, meanwhile the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA) questionnaire is used to measure academic self-efficacy. The academic achievement corresponds to the grade's average obtained the 2021 first semester. The results indicate that no significant correlations were found between the variables of learning self-regulation and academic self-efficacy with academic performance in engineering students. However, significant correlations were found within the self-regulation of learning subscales for freshmen and sophomores. It was concluded that there are no influences of the factors of self-regulation of learning and perceived academic self-efficacy in the academic performance of the sample.