Resumo

GAXIOLA ROMERO, José Concepción  e  GONZALEZ LUGO, Sandybell. Perceived Support, Resilience, Goals, and Self-Regulated Learning in High School Students. REDIE [online]. 2019, vol.21, e08.  Epub 15-Abr-2020. ISSN 1607-4041.  https://doi.org/10.24320/redie.2019.21.e08.1983.

Self-regulated learning is an important variable in academic success. Protective factors may help adolescents exhibit self-regulated learning in high school. The objective of this study was to evaluate, in a structural equation model, the role played by perceived social and academic support, resilient disposition, and academic goals in self-regulated learning in adolescents. After providing informed consent, 227 high school students answered a Likert-scale questionnaire. The results revealed a model in which perceived social and academic support was associated with self-regulated learning and a resilient disposition. On the other hand, having a resilient disposition affected academic goals, and lastly, academic goals affected self-regulated learning. The positive effect of protective factors on self-regulated learning is discussed, as are the implications for educational programs.

Palavras-chave : Learning methods; high school students; student adjustment.

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