Abstract:

The self-regulation of learning forms an important part of the teaching-learning process of students, since it basically consists in organizing behavioural and environmental cognitive activities that lead to successful learning, turning students into an active agent and protagonist of their process deformation. This learning to learn is part of the basic professional and personal skills that university students must acquire throughout their initial training, which will allow them to continue studying autonomously and which is fundamental in the process of lifelong learning that is given to long life. For this, it is essential that students develop the ability to think and act for themselves by orienting these attitudes to achieve their own goals. The purpose of this study has been to know and analyse the self-regulation strategies of students' learning in their first year of training in the Physical Activity and Sports Science degree of the academic year 2018-2019 of the University of Alicante This research has an exploratory character with a quantitative design. The instrument for data collection was the Self-Regulation Learning Strategy Inventory -Self-Report (SRSI-SR) adapted, which consists of 18 items of Likert scale of four points. Likewise, the aforementioned questionnaire contemplates four factors to be assessed: inadequate regulation habits, organization of the environment, search of information and organization of the task. The quantitative data were analysed using the statistical package SPSS 23.0. From the results we can see that the students of the Physical Activity and Sports Sciences degree of the first year refer, in a majority, to have adequate habits of regulation of learning, in terms of asking the teacher if they do not understand some topic or not to ignore the topics that are difficult for them Regarding the organizational dimension of the environment, a high percentage of students can be seen who avoid distractions and interruptions in their personal study. The same happens in the organization of the task where they describe, for the most part, that they use methods to keep their class material organized and coordinate the time of the academic activities. The least acquired dimension refers to the search for bibliographic information and complementary material. Finally, this study gives us a vision regarding the strategies used by the students of the first course in their self-regulation of learning, this is of interest to be able to implement specific intervention strategies that encourage the development of the competence of learning to learn.

Keywords:

Initial training, learning, regulation of learning.