Perception of self-regulated learning of university students in inclusion processes in Ecuador.

Abstract

The main objective of this study was to determine the perception of self-regulated learning of university students in inclusion processes in Ecuador. The problem addressed was how educational inclusion policies, especially economic scholarships, impact the development of self-regulation skills necessary for academic success. To investigate this relationship, a quantitative methodology with a structural equation model (SEM) was used to analyze the interactions between the latent variables: educational inclusion (independent) and self-regulated learning (dependent). The sample was composed of university students who were beneficiaries of educational inclusion programs. The main result indicated a positive and significant relationship between educational inclusion and self-regulation, with a standardized coefficient. This suggests that students with higher levels of perceived inclusion develop better self-regulation skills, such as planning and time management. As a main conclusion, it is highlighted that inclusion policies not only guarantee access to education, but also enhance key competencies for autonomous learning, which underlines the need to strengthen these programs and customize them to respond to the diverse needs of students.