Personal aspects that favor self-regulated learning in texts comprenhension in university students

The academic and scientific research requirements that university demands, requires students to manage, analyze and integrate information from multiple sources, to build knowledge significantly. Thus, academic reading practices play a key role in the development of learning and discipline knowledge. Current studies in this field have found that the level of reading comprehension is related to the type of strategies involved in the management of written information. Therefore, self-regulated learning strategies from academic texts are essential to enable a more thoughtful and committed approach to reading, contributing to greater learning. The purpose of this paper is to analyze some personal aspects that promote self-regulated learning in academic texts understanding in college students, such as prior knowlegde and academic goals. 364 college students participated (69.5% men and 30.5% women) in their first semester of Engineering, with a mean age of 19.77 (SD=1.20). Through regression analysis it was found that prior knowledge and academic learning goals favor self-regulated learning strategies in understanding academic texts. These findings might guide the teaching practice to promote learning goal orientation and a skalfolding for the use of self-regulation strategies for meaningful learning in higher education students.