Abstract

First year at university challenges students in developing autonomous skills of learning behavior to attain successful academic outcomes. Successful students are recognized by their self-regulated learning strategies and by the adoption of a deep approach to learning. Relations between these variables are examined in first year students of eight courses at Universidad de Concepcion, Province of Concepcion, Chile. Outcomes show a significant relation between these variables. Implications and projections in search of self-regulated learning strategies fostering programs are discussed.