Characterization of Self-Regulation of Learning as an Executive Function in Students Within Virtual Learning Environments

Abstract

Virtual Learning Environments (VLE) are part of the academic offerings of higher education institutions, defined as the space created through information and communication technologies where a series of environments converge to facilitate analysis, reflection, and appropriation of knowledge (Ramírez García et al, 2021). In these environments, self-regulation of learning is relevant for satisfactory academic performance. Self-regulation is a process by which students control their thoughts, actions, and emotions to achieve specific learning goals (Zimmerman et al., 1996). Executive functions are cognitive skills that allow planning, organization, decision-making, and impulse control, which are fundamental for effective self-regulation (Barkley, 2012). The purpose of this study is to characterize the profile of self-regulation, as an executive function, in graduate students and executive careers participating in Virtual distance education at a university located in northwestern Mexico. The project was developed following a non-experimental methodology, a quantitative approach, correlational and cross-sectional scope. Two assessment instruments were used: the Behavior Rating Inventory of Executive Function, Self-Report (BRIEF-A) and the Motivated Strategies for Learning Questionnaire (MSLQ). This paper presents the results of the first of two phases, which consisted of a pilot test of the BRIEF-A instrument with 71 students, obtaining relevant information on executive functions related to planning, organization, self-monitoring and metacognition.