Self-regulated learning, digital skills and academic motivation in higher education students
DOI:
https://doi.org/10.5281/zenodo.20492121Keywords:
autonomous learning, digital literacy, educational motivationAbstract
In the current landscape of technology-mediated higher education, strengthening digital skills represents one of the main challenges of contemporary education. Faced with this challenge, this study aimed to analyze whether self-regulated learning contributes to the development of these digital skills. The study was conducted with a total sample of 126 students, divided into two groups (n=62 and n=64), using a quasi-experimental design with a quantitative approach. The intervention lasted four weeks and incorporated strategies such as planning, followed by monitoring and reflection on one's own learning. The results from the experimental group showed significant improvements in information literacy, digital content creation, online safety, and technological problem-solving, compared to the control group. Furthermore, it was found that students with greater academic motivation exhibited a higher level of engagement and autonomy in the learning process. The study concludes that teaching students to self-regulate their learning is one of the most effective strategies for preparing them for the demands of current digital education.
Downloads
References
Audrin, C., & Audrin, B. (2022). Key factors in digital literacy in learning and education: A systematic literature review using text mining. Education and Information Technologies, 27(6), 7395–7419. https://doi.org/10.1007/s10639-021-10832-5
Balwan, A. K., Balwan, W. K., & Saba, N. (2022). Glance of research methodology for researchers: A logical assessment. Scholars Bulletin, 8(3), 95–100. https://doi.org/10.36348/sb.2022.v08i03.004
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., & Otto, A. (2022). Teachers' digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 1. https://doi.org/10.1186/s41239-021-00312-8
Bin Abdulrahman, K. A., Alshehri, A. S., Alkhalifah, K. M., Alasiri, A., Aldayel, M. S., Alahmari, F. S., Alothman, A. M., & Alfadhel, M. A. (2023). The relationship between motivation and academic performance among medical students in Riyadh. Cureus, 15(10), e46815. https://doi.org/10.7759/cureus.46815
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 50. https://doi.org/10.1186/s41239-021-00282-x
Etikan, I., Musa, S., & Alkassim, R. (2015). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–10. https://doi.org/10.11648/j.ajtas.20160501.11
Hayes, A. F., & Coutts, J. J. (2020). Use Omega rather than Cronbach's alpha for estimating reliability. Communication Methods and Measures, 14(1), 1–24. https://doi.org/10.1080/19312458.2020.1718629
Kanyika, M. E., Sadykova, R., & Kosmyrza, Z. (2024). Digital literacy competencies among students in higher learning institutions in Kazakhstan. Global Knowledge, Memory and Communication. https://doi.org/10.1108/gkmc-04-2024-0224
Marcelo Quispe, R. C., & Santos Jiménez, O. C. (2023). Habilidades intelectuales y aprendizaje autorregulado relacionado a los logros de aprendizaje en estudiantes de la facultad de educación, Universidad Nacional Federico Villarreal–Lima. IGobernanza, 6(21), 105–127. https://doi.org/10.47865/igob.vol6.n21.2023.235
Montgomery, D. C., & Runger, G. C. (2014). Applied statistics and probability for engineers (6ta ed.). John Wiley & Sons.
Morgan, A., Sibson, R., & Jackson, D. (2022). Digital demand and digital deficit: Conceptualising digital literacy and gauging proficiency among higher education students. Journal of Higher Education Policy and Management, 44(3), 258–275. https://doi.org/10.1080/1360080x.2022.2030275
Pinto Santuber, C., Bravo Molina, M., Ortiz Salgado, R., Jiménez Gallegos, D., & Faouzi Nadim, T. (2023). Autorregulación del aprendizaje, motivación y competencias digitales en educación a distancia: Una revisión sistemática. Revista Mexicana de Investigación Educativa, 28(98), 965–986. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662023000300965
Rodríguez Vintimilla, A. C., Chicaiza Sinchi, D. L., Bayas Machado, R. F., & Tapia Arévalo, M. A. (2025). Estrategias para fomentar la autorregulación del aprendizaje en la educación a distancia. Perspectivas Sociales y Administrativas, 3(1), 155–166. https://doi.org/10.61347/psa.v3i1.85
Sánchez Martín, M., Ponce Gea, A. I., Navarro-Mateu, F., Rubio-Aparicio, M., & Olmedo Moreno, E. M. (2024). Una aproximación práctica a los diseños de investigación cuantitativa. Espiral. Cuadernos del Profesorado, 17(35). https://doi.org/10.25115/ecp.v17i35.9725
Suárez Zurita, E. L., Zurita Sacon, K. G., Dorado Ubidia, G. E., Alvarez Piza, R. A., & Flores Haro, A. E. (2026). Estrategias metacognitivas para fortalecer la autorregulación del aprendizaje en estudiantes con necesidades educativas especiales en Educación General Básica. Perspectiva XXI, 4(1), 428–447. https://doi.org/10.70577/5c4rtw62
Tourón, J., Martín, D., Navarro, E., Pradas, S., & Íñigo, V. (2018). Validación de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD). Revista Española de Pedagogía, 76(269), 25–54. https://doi.org/10.22550/REP76-1-2018-02
Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review, 35(2), 1–25. https://doi.org/10.1007/s10648-023-09767-9
Usán Supervía, P., & Castellanos Vega, R. (2024). Fomento de la motivación académica y la competencia digital de alumnado universitario a través del proyecto de innovación educativa "PracTICS". Electronic Journal of Research in Education Psychology, 22(63), 419–440. https://doi.org/10.25115/ejrep.v22i63.9519
Van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Measuring the levels of 21st-century digital skills among professionals working within the creative industries: A performance-based approach. Poetics, 81, 101434. https://doi.org/10.1016/j.poetic.2020.101434
Vodă, A. I., Cautisanu, C., Grădinaru, C., Tănăsescu, C., & de Moraes, G. H. S. M. (2022). Exploring digital literacy skills in social sciences and humanities students. Sustainability, 14(5), 2483. https://doi.org/10.3390/su14052483
World Medical Association. (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053
Yi, W., & Siqian, W. (2025). Digital literacy education among students: Status, pathways, and implications in the current digital era. International Journal of Education and Teaching Zone, 4(1), 66–85. https://doi.org/10.57092/ijetz.v4i1.385
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
