Learning Strategies and Resource Management among Postgraduate Students, UNAD, 2025
DOI:
https://doi.org/10.35997/gg4gm848Keywords:
Self-management, MSLQ, MetacognitionAbstract
The objective of this research was to analyze self-regulation for learning in postgraduate students of the Dominican Adventist University through the use of strategies and the management of resources involved in their learning process. A quantitative, descriptive, and cross-sectional design was used. The cognitive and metacognitive strategies sections of the Motivation Strategy Learning Questionnaire were applied to 52 students from the graduate school programmes at the UNAD, with prior informed consent. The results show that participants mostly use critical thinking strategies (92%), metacognitive self-regulation (90%), organization (83%), elaboration (81%), and repetition (75%); manage their time and study environment (94%); and seek help when needed (88%). Pearson’s correlation between the variable indicators showed that critical thinking is moderately associated with seeking help (r=.488, p<0.01), study time and environment (r=.396, p<0.01), and peer learning (r=.354, p<0.05). Metacognitive self-regulation shows significant correlations with seeking help (r=.480, p<0.01), peer learning (r=.404, p<0.01), and study time and environment management (r=.311, p<0.05). Organization shows a relationship with study time and environment (r=.530, p<0.01) and with seeking help (r=.456, p<0.01). Elaboration is related to help-seeking (r=.350, p<0.05) and peer learning (r=.299, p<0.05). The effort regulation indicator showed a significant negative relationship with the repetition (r=-.401, p<0.01) and elaboration (r=-.303, p<0.05) indicators. These results allow us to infer that graduate students are autonomous, capable of self-managing their learning.
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