Self-regulation and strategies of learning in students’ workers in continuing studies

Abstract

The purpose of this research is to demonstrate self-regulation and learning strategies in worker students. A sequential mixed research methodology is used, in whose quantitative stage the MSLQ questionnaire is applied in its learning strategies construct to 65 engineering students from a continuing studies program. In the qualitative stage, the 16 top-ranked students are selected and semi-structured interviews are conducted to deepen their learning strategies. It is concluded that strategies related to elaboration and metacognition, organization and seeking help are relevant factors in their self-regulatory processes to make work and study compatible. The results also highlight the social factor of learning and the applicability of learning to work. It is expected to provide important information on the strategies used to guide coherent and dialogic educational processes with the needs of students who reconcile academic and work life.