Autorregulación del aprendizaje: una revisión sistemática en revistas de la base Scielo

Rosário, Pedro; Pereira, Ana; Högemann, Julia; Nunes, Ana; Figueiredo, Mirela de Oliveira; Núñez, Jesús Carrasco; Fuentes, Sónia; Gaeta, M.

doi:10.11144/javeriana.upsy13-2.aars

Cited by 54 publications

(68 citation statements)

References 20 publications

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“…Despite the international relevance of the PLE concept, there is little research in Chile and Latin America [68,69] that studies in depth the characteristics and students' perception of their personal learning environments. With this article we hope to contribute with an instrument that can be used by other researchers in different contexts in order to validate the final components associated with PLE described in this incipient research line and to examine in detail the results obtained in this study.…”

Section: Discussionmentioning

confidence: 99%

Sociological Importance and Validation of a Questionnaire for the Sustainability of Personal Learning Environments (PLE) in 8th Grade Students of the Biobío Region in Chile

et al. 2019

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Contemporary society is going through a cultural transition that leads to new conceptions about the ways in which human beings organize socially and communicate. This process of deep social and cultural transformations is characterized by a technological disruption, in which virtuality forms a new dimension that behaves as an extension of human intelligence. This new form of human interaction impacts on the social imagination, demanding one to rethink social and educational paradigms for the two-dimensional citizen. In this context, this research article describes the sociological importance and the process of social adaptation of users to a personal learning environment (PLE). It includes the validation process of an instrument for the study of the PLE of 8th grade students belonging to 15 schools in the Biobío Region of Chile. A PLE is a frame of reference that can help to understand how two-dimensional citizens socially adapt and influence the sustainability of local and global systems. The validation method for this instrument considered four stages: i) Expert judgment: considering the opinions of six educators and experts in information and communication technologies (ICT); ii) a pilot test: that included a non-probabilistic sample of 472 subjects; iii) a principal components analysis (PCA); and iv) a confirmatory factor analysis (CFA). The Questionnaire on Work Habits and Learning for Professional Futures and the Context Questionnaire SIMCE TIC were used as a reference. When performing a psychometric analysis, a Cronbach alpha coefficient of 0.89 was obtained. This confirms that the adaptation of the instrument is good. The results of the dimensional analysis help us define a structure for the new instrument considering three components that explain 55% of the total variance. The results of the confirmatory factor analysis showed adjustment indexes that support the theoretical model proposed for the PLE study. In conclusion, the instrument was composed of three latent variables: Open self-regulated learning (OSRL) with eight questions, information management (IM) with four questions, and creation and transfer of knowledge (CTK) with four questions.

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Section: Discussionmentioning

confidence: 99%

Sociological Importance and Validation of a Questionnaire for the Sustainability of Personal Learning Environments (PLE) in 8th Grade Students of the Biobío Region in Chile

et al. 2019

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“…In addition, another factor that has influenced the higher education system corresponds to the growing positioning of the competency-based approach that has been promoted by international entities, such as the World Bank, the Organization for Economic Co-operation and Development (OECD), the Ibero-American Bank, and the European influence of the Bologna Process [10]. Thus, in this scenario of massive student access to higher education and the focus on skills in university curricula is that autonomy capacity is required in university students, which consequently leads to the need to understand and evaluate how students selfregulate their learning [7,8,27]. From the previous background, the following question is relevant: why is self-regulated learning important?…”

Section: Introductionmentioning

confidence: 99%

Perception of Student-Teachers Regarding Self-Regulated Learning

Zambrano¹,

Rojas-Diaz²,

Salcedo³

et al. 2020

Pedagogy in Basic and Higher Education - Current Developments and Challenges

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In this chapter of the book we have described and analyzed what student-teachers understand by self-regulated learning, what they do when applying the different phases of this process and what are the difficulties, they have to regulate their learning. Student-teachers participating in the study are pre-service teachers who are trained to work in the school system as secondary school teachers. The sample consisted of 60 student-teachers from a university in southern Chile. The main findings show that students relate the concept of self-regulated learning mainly with the general organization prior to the study and with the regulation of their emotions. Regarding the process of self-regulated learning, it is suggested that the planning and execution phase are incipient because there is: (i) lack of strategic planning in the planning phase, (ii) lack of motivational self-control processes, which influences the lack of regulation as: disorganization and uncontrolled emotions, (iii) absence of self-records that allow them to compare and monitor the execution of the study. Additionally, it is proposed conceptual model includes components that represent: (i) the understanding of the concept of self-regulation of learning, (ii) development of the process of self-regulation of learning, (iii) lack of regulation and (iv) external agent's antiregulation of learning.

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“…El concepto de autorregulación del aprendizaje (SRL) tiene cada vez más peso en la investigación psicológica y pedagógica ya que se relaciona con la mejora en el rendimiento académico (Rosário et al, 2014). Este hecho es especialmente relevante en actual el sistema educativo, concretamente en las etapas de educación secundaria y universidad, ya que dicho sistema tiene como principal objetivo potenciar el desarrollo aprendizajes autónomos en los estudiantes (Rosário, Núñez, Valle, González-Pienda, & Lourenço, 2013;Rosário et al, 2015), aunque no hay una única teoría que defina el término autorregulación y explique su relación con la mejora en el aprendizaje.…”

Section: Introductionunclassified

Self-regulated and improving knowledge in problem-solving

Manzanares

Pérez

2016

psdc

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El entrenamiento en autorregulación se ha mostrado eficaz para el logro de aprendizajes profundos y significativos. El objetivo de este estudio fue determinar las diferencias inter e intragrupales antes y después de la intervención (entrenamiento autorregulado) en el uso de estrategias de aprendizaje. Se trabajó con una muestra de 41 estudiantes de educación secundaria: 19 en el grupo experimental (12 hombres y 7 mujeres) y 22 en el grupo control (5 hombres y 17 mujeres) con medias de edad comprendidas entre 15.40 y 15.50 años. Se utilizó un diseño experimental antes-después de grupo control equivalente. En el análisis intergrupo (antes-después de la intervención) se encontraron diferencias significativas en algunas estrategias de adquisición de la información a favor del grupo control y en estrategias de codificación de la información, recuperación y metacognitivas en el grupo experimental. En el análisis intragrupos se hallaron diferencias significativas a favor del grupo experimental en todas las estrategias de aprendizaje. En consecuencia el entrenamiento en autorregulación facilita el uso de estrategias relacionadas con un aprendizaje reflexivo. Palabras clave: entrenamiento en autorregulación, estrategias de aprendizaje, metacognición, educación secundaria.

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Autorregulación del aprendizaje: una revisión sistemática en revistas de la base Scielo

Cited by 54 publications

References 20 publications

Sociological Importance and Validation of a Questionnaire for the Sustainability of Personal Learning Environments (PLE) in 8th Grade Students of the Biobío Region in Chile

Sociological Importance and Validation of a Questionnaire for the Sustainability of Personal Learning Environments (PLE) in 8th Grade Students of the Biobío Region in Chile

Perception of Student-Teachers Regarding Self-Regulated Learning

Self-regulated and improving knowledge in problem-solving

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