Self-regulation Strategies for Distance Learning Study of Pre-service Teachers


Distance learning can be a great challenge because students must apply more self-regulation strategies than in face-to-face teaching. The aim is to find out the current situation of 238 trainee teachers of a master's degree in educational technology in four aspects of self-regulation of their learning, related to their study habits: organisation of the task, search for information, inadequate regulation habits and organisation of the environment. The Spanish version of the Regulation Strategy Inventory-Self-Report (SRSI-SR) (Cleary, 2006), validated by Hernández and Camargo (2017), was used on a four-point Likert-type frequency scale. The results show a normal distribution in the four factors, so descriptive statistics have been obtained to know the weaknesses of the students. The greatest weaknesses were in self-regulated information seeking (mean: 2.68), followed by inadequate regulation habits (mean: 3.08), task organisation (mean: 3.18). The organisation of the environment turns out to be the factor that students self-regulate the most for their learning. We can conclude that the design of educational programmes aimed at improving self-regulation for study in trainee teachers should focus spatially on the search for information and the acquisition of adequate habits for regulation, and, less so, focus on the organisation of the task and the environment. Cleary, T.J. (2006). The development and validation of the self-regulation strategy inventory—self-report.

Author Information
Beatriz Ortega-Ruipérez, Universidad Internacional de La Rioja, Spain
Ana Pereles López, Universidad Internacional de La Rioja, Spain
Miguel Lázaro, Universidad Internacional de La Rioja, Spain
María Fernanda del Real, Universidad Internacional de La Rioja, Spain

Paper Information
Conference: ECE2023
Stream: Adult

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Posted by James Alexander Gordon