Variables associated with self-regulated learning strategies employed by students in the virtual modality at a higher education institution

Self-regulated learning is fundamental because it enables individuals to independently manage their learning process. This study aimed to analyze the relationships between the variables associated with self-regulated learning strategies used by students in a virtual modality at a higher education institution within the economic-administrative field. The method used was quantitative, applied, non-experimental, cross-sectional, and correlational. The target population consisted of 726 undergraduate students, and the sample included 222 students selected through probabilistic sampling, where every individual in the population had an equal chance of being chosen. A questionnaire with 33 questions on a Likert-scale from 1 to 5 was used to collect data. The results revealed a positive trend in self-regulation, organization, and intrinsic motivation among students in online learning. Many students demonstrated the use of effective strategies such as goal setting, time management, and task valuation. However, significant challenges were identified, particularly in time management and adaptation to virtual classes, where some students exhibit inconsistent study habits.