El aprender a aprender y la proyección temporal de estudiantes de ciencias empresariales: Learning to learn and the temporary projection of business students

Abstract

Abstract:

The study of Self-Regulated  Learning has been present in the educational and academic agenda for several decades and gained even more  relevance from the interest in enabling university students to learn to learn and develop   comprehensively to   provide better  contributions   to  the labor market.   In this context,   it is interesting to explore what is the link between   academic self-regulation and the Temporal Orientation (TO) of university students. To this end, in the present research, we analyze  the responses given by 130 students that entered   the careers of Business   Sciences and  Accounting at a  private university,   in the Inventory of Temporal   Perspective   (Zimbardo & Boyd, 1999)   and in the   Questionnaire of   Motivation   and   Learning Strategies  (MSLQ) (Pintrich, Smith, García and Mc Keachie, 1991).  The results show the relationship between self-regulation and OT, as well as the relation between higher levels of autonomy and OT characterized by an optimistic view of the past, a hedonistic present and the projection towards the future.