Efecto del interés hacia los contenidos, valor atribuido a las tareas, control sobre el aprendizaje y procrastinación en la autorregulación académica de estudiantes universitarios

Introduction: among the skills that comprehensive education seeks to promote is self-regulation, therefore, the objective was to analyze the effect that self-regulation receives from the independent variables: interest in the contents, value attributed to the tasks, control over the learning and procrastination. Materials and method: a quantitative study was carried out with a sample of 505 university students from northern Sonora (México). Results: the resulting model includes all the proposed independent variables, explaining 36% of academic self-regulation. Discussion: it is essential to continue the study and promotion of self-regulatory strategies of university students.