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espanolEl prolongado tiempo de estudio y el abandono de los estudios universitarios han generado la necesidad de estudiar otras maneras de apoyar el estudio de los estudiantes. El presente estudio tiene como objetivo examinar la relacion entre el aprendizaje autorregulado, la flexibilidad psicologica y la integracion estudiantil, que comprende la interaccion docente-estudiante, su compromiso para estudiar asi como su relacion con el progreso de estudio. En este estudio participaron 117 estudiantes de Teologia. Los items que miden la integracion estudiantil se analizaron mediante analisis factorial. Se analizo la relacion entre integracion estudiantil, flexibilidad psicologica, aprendizaje autorregulado y progreso de estudio mediante analisis de correlacion y Modelacion de Ecuacion Estructural (SEM). Los resultados muestran que la flexibilidad psicologica esta relacionada con el progreso de estudio, el aprendizaje autorregulado y la integracion de los estudiantes. El efecto del aprendizaje autorregulado y la integracion de los estudiantes para estudiar el progreso de estudio no fue significativo. Este estudio sugiere que la forma de los estudiantes de hacer frente a los pensamientos negativos y las emociones deben tenerse en cuenta al considerar el aprendizaje y la ensenanza. EnglishProlonged study times and dropouts from university studies have created a need to examine more ways to support students’ studying. This study aims to examine the relationship between the self-regulated learning, psychological flexibility and student integration comprising teacher and student interaction, students’ commitment to studying as well as the relationship of these aspects to study progression. The participants of this study were 117 theology students. Items measuring student integration were first analysed with factor analysis. The relationship between student integration, psychological flexibility, self-regulated learning and study progression was analysed with correlation analyses and Structural Equation Modelling (SEM). The results show that psychological flexibility is related to study progression, self-regulated learning and student integration. The effect of self-regulated learning and student integration to study progression was not significant. This study suggests that students’ way of coping with negative thoughts and emotions should be taken into account when considering learning and teaching.

Examining indicators for effective studying – The interplay between student integration, psychological flexibility and self-regulation in learning