SELF-REGULATED LEARNING IN FIRST YEAR INDUSTRIAL ENGINEERING STUDENTS, NATIONAL TECHNOLOGICAL INSTITUTE OF MEXICO CAMPUS OAXACA, MEXICO

Self-regulated learning allows teachers to implement an established teaching process and students to master tools that help them be clear about their goals and objectives. The objective of the present work was to analyze the self-regulation strategies of the first-year students of the Industrial Engineering career assigned to the National Technological Institute of Mexico campus Oaxaca, Mexico corresponding to the academic cycle 2022-B. It was a descriptive-cross-sectional study. The academic self-regulation process was determined through the adaptation of the Torre instrument (2007), this instrument has a total of 20 items, divided into four dimensions (active metacognitive awareness, level of control and academic verification, daily effort in performing tasks and active processing during classes). A total of 114 students participated, 67.8% of first-year students consider themselves self-regulators in their learning process. Students are clear about what self-regulated learning is, but they still perceive behavioral strategies. It is the responsibility of the students to improve their training process, it is essential to do this type of detection in the first two years of the degree to strengthen those skills.