Impact of the self-regulation program to improve the drafting of academic texts in Higher Education Students

Abstract

This article reports the most relevant results of the impact of the Self-Regulation Program to improve the writing of academic texts in higher education students. This study was based on Pintrich’s Self-Regulated Learning, and on Flower and Hayes’ theory. It was developed in an experimental way with a cross section in a population of 90 students. For data collection, a rubric was designed that was subjected to validity and reliability tests, according to the requirements of scientific rigor. It is concluded that self-regulation significantly improves the writing of academic texts of students by presenting an acceptable level with 71% after the application of the program.