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<p>Self-regulation of learning (SRL) is a key concept for adaptation and performance at the university, as well as a construct studied by Positive Psychology (PP). Adaptation and success in higher education require from students a broad set of competencies. This study aims to assess different dimensions of self-efficacy, self-esteem, optimism, hope, affects, and life satisfaction of undergraduate students while comparing two student groups in distinct phases of their academic courses (freshmen and seniors). A sample of 1,131 undergraduate students of 63 public higher education institutions from several states of Brazil took part in the study. Some statistically significant differences were found according to course stage and sex of the students. The course stage is a particular differentiator of self-efficacy measures of the students. Those results were analyzed based on the academic experiences of the students, with a focus on some implications for the adaptation processes and academic success of the students in higher education.</p>

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Self-regulation of learning and positive psychology in University students

  • 期刊论文

  • 发表日期：

    2025年1月13日

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  • Vanessa Kaiser,
  • Prisla Ücker Calvetti,
  • Millena Holz Waskow,
  • Aline Wolfart,
  • Gabriela Bertoletti Diaz,
  • Cleidilene Ramos Magalhães,
  • Joana R. Casanova,
  • Leandro Almeida,
  • Caroline Tozzi Reppold

摘要

Self-regulation of learning (SRL) is a key concept for adaptation and performance at the university, as well as a construct studied by Positive Psychology (PP). Adaptation and success in higher education require from students a broad set of competencies. This study aims to assess different dimensions of self-efficacy, self-esteem, optimism, hope, affects, and life satisfaction of undergraduate students while comparing two student groups in distinct phases of their academic courses (freshmen and seniors). A sample of 1,131 undergraduate students of 63 public higher education institutions from several states of Brazil took part in the study. Some statistically significant differences were found according to course stage and sex of the students. The course stage is a particular differentiator of self-efficacy measures of the students. Those results were analyzed based on the academic experiences of the students, with a focus on some implications for the adaptation processes and academic success of the students in higher education.