Factores significativos del aprendizaje autónomo en estudiantes de universidades privadas peruanas
Significant factors of autonomous learning in students of Peruvian private universitiesContenido principal del artículo
Introducción: El aprendizaje autónomo constituye una competencia esencial en la educación superior, ya que permite al estudiantado gestionar su formación con responsabilidad, iniciativa y criterio propio. Objetivo: Analizar los factores significativos asociados al aprendizaje autónomo en estudiantes de universidades privadas del Perú. Metodología: Se desarrolló una investigación de enfoque cuantitativo, diseño descriptivo-correlacional y corte transversal. Participaron 100 estudiantes de cuatro universidades privadas peruanas. Para la recolección de datos se aplicaron la Escala de Aprendizaje Autónomo y el Cuestionario de Factores Asociados al Aprendizaje Autónomo. Resultados: El 58 % de los estudiantes presentó un nivel medio de aprendizaje autónomo, el 24 % un nivel alto y el 18 % un nivel bajo. La media alcanzada fue de 3,41, con una desviación estándar de 0,68. Los factores que predijeron significativamente el aprendizaje autónomo fueron la motivación (β = 0,412), la metodología (β = 0,356), el currículo (β = 0,287) y los recursos (β = 0,214). En conjunto, estas variables explicaron el 48,7 % de la variabilidad del aprendizaje autónomo. Conclusiones: La motivación intrínseca y la metodología activa constituyen los factores más influyentes en el desarrollo del aprendizaje autónomo. Los hallazgos evidencian la necesidad de replantear las prácticas pedagógicas y fortalecer estrategias que promuevan una participación más independiente y autorregulada del estudiantado.
Introduction: Autonomous learning is an essential competence in higher education, as it enables students to manage their training with responsibility, initiative, and independent judgment. Objective: To analyze the significant factors associated with autonomous learning among students from private universities in Peru. Methodology: A quantitative research study was conducted using a descriptive-correlational and cross-sectional design. One hundred students from four Peruvian private universities participated in the study. Data collection involved the administration of the Autonomous Learning Scale and the Questionnaire on Factors Associated with Autonomous Learning. Results: Findings revealed that 58% of students presented a medium level of autonomous learning, 24% a high level, and 18% a low level. The recorded mean was 3.41, with a standard deviation of 0.68. The factors that significantly predicted autonomous learning were motivation (β = 0.412), methodology (β = 0.356), curriculum (β = 0.287), and resources (β = 0.214). Together, these variables explained 48.7% of the variability in autonomous learning. Conclusions: Intrinsic motivation and active methodologies are the most influential factors in the development of autonomous learning. These findings highlight the need to rethink pedagogical practices and strengthen strategies that promote more independent and self-regulated student participation.
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