Resilience and self-regulation of learning in students of the first cycle of Psychology

Abstract

This article approaches a transcendental study since it allows to know the correlation between resilience and self-regulated learning and to have the support to design and implement programs, considering the two constructs and changes in the course of training of the first cycles, and how they can impact on the training of the university student of Psychology, in an integral level, promoting an active role in their learning. The sample consisted of 177 students of both genders ages between 16 and 32 years, using a non-probabilistic sampling. The instruments used for the research were the Resiliency scale of Connor & Davidson (2003) and the Self-regulated Learning inventory of Linder Harris and Gordon (1996, version V 4.01) The methodology used corresponds to the quantitative approach, of correlational descriptive scope and cross-sectional non-experimental design. The results revealed that there is a high correlation between resilience and learning.