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Self‐Regulation Profiles and Learning Preferences: A Study of Spanish University Students

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Study identifies self-regulation profiles in Spanish students, indicating diverse learning preferences and effective teaching methods.

This study aims to identify self-regulation profiles and learning preferences among Spanish university students.
Cluster analysis of self-regulation profiles in 697 Spanish university students
Comparison of profiles based on sex, academic year, and field of study
Assessment of preferred teaching methodologies and assessment methods
Identified four learner profiles: strategic (28.12%), non-strategic (26.11%), external (22.81%), and anxious (22.96%)
Strategic learners preferred active and applied methodologies and had the highest self-efficacy
Anxious learners exhibited the highest levels of study-related exhaustion (p < 0.001)

Roque et al. (2026) studied this question.

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