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Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:
University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .
Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.
Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.
Self-regulation of Learning in First Year Law Students: A pre-experimental design
Authors
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Carmen Gloria Covarrubias Apablaza
Universidad Central de Chile
https://orcid.org/0000-0002-5982-849X
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Maribel Lourdes Veas Alfaro
Universidad de La Serena
https://orcid.org/0000-0001-7368-5627
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Israel González Marino
Universidad Central de Chile
https://orcid.org/0000-0002-8769-4425
Abstract
The objective of this study was to analyze the effect on the self-regulation of learning in a group of first-year university students, after completing the subject Workshop on Study Techniques and Methodologies of the Law degree at the Central University of Chile, Coquimbo Region. The methodology is quantitative, with a pre-experimental pretest-posttest design with a group, and cross-sectional data collection. The non-probabilistic and intentional sample consisted of 59 students for the pretest and 59 for the posttest, who answered the Inventory of self-regulation strategies in university students by Cleary and Platten at the beginning and end of the course. The results of both measurements revealed few differences for the actions of the students in the information search dimension, while in the organization of the task it is possible to appreciate increases. The need to strengthen the self-regulation of learning in first-year law students with systematic and intentional actions emanating from the institution and teaching is concluded.
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