Self-regulation of learning and academic satisfaction in a virtual environment

Background: the appropriate use of virtuality in education improves the perception of higher level students in the field of health. On this basis, it can be assumed that the use of self-regulated learning strategies in virtual environments should improve academic satisfaction. Objective: to determine which are the self-regulation strategies for learning in virtual environments that most influence the academic satisfaction of students at a higher technical level. Methods: a descriptive correlational research with a quantitative approach was carried out at the Institute of Higher Education of Metropolitan Lima. The following theoretical methods were used: analysis-synthesis and induction-deduction; and empirical ones: the survey, using as instruments the Self-regulated learning scale in virtual contexts and academic satisfaction scale questionnaires applied during the month of July 2022. Results: the students surveyed had a high level of control strategies (60.4%), motivational attributions (44.1%), collaborative work (45.0%) and advisor support (49.5%); and 60.4% had a high level of academic satisfaction. The bivariate analysis showed that the four strategies analyzed significantly influenced the level of academic satisfaction; However, in the multivariate analysis, only the advisor's support maintained a significant value. Conclusions: students who use more self-regulated learning strategies in virtual environments have a higher level of academic satisfaction; the advisor's support turned out to be the most influential in achieving it.