Invariant and suboptimal trajectories of self-regulated learning during secondary school: implications focused on quality in higher education

Abstract

It has been shown that self-regulation of learning is a key variable for an adequate transition and adjustment from secondary school to tertiary education, and it is also associated with successful academic results; therefore, it is relevant to analyze its levels of development in the pre-university stage. The aim of this research was to evaluate the trajectories of self-regulation of learning in secondary school students. The method considered a longitudinal design and included a sample of 403 students from 9th to 12th grade in Chile. An instrument with adequate psychometric properties was used to measure the learning self-regulation process (disposition, performance and self-evaluation phases). The results showed that self-regulation is at suboptimal levels in its different phases (M = 4.25 to M = 4.71). Linear mixed models showed: a significant effect of sex on the disposition variable in favor of females; and that the phases of disposition, performance and self-evaluation do not change over time. It is concluded that, if self-regulation of learning is not specifically trained, it does not increase during secondary school. The findings are discussed considering the possible practical implications for educational policies, research, timely intervention and impact on the quality of school and university education.

Herramienta tecnológica de evaluación de la comprensión de un texto argumentativo de español lengua materna

“…Por tanto, se confirma que los programas de intervención que incluyen tecnologías en contextos educativos obtienen resultados positivos en el proceso de enseñanza-aprendizaje y favorecen el desarrollo de habilidades transversales en el estudiantado, en este caso, específicamente en el incremento de la autorregulación del aprendizaje. Esto es particularmente relevante, dado que la investigación reciente, ha demostrado que durante la educación secundaria el estudiantado presenta trayectorias invariantes de autorregulación del aprendizaje y que estas trayectorias están en niveles subóptimos (SÁEZ-DELGADO; MELLA-NORAMBUENA; LÓPEZ-ANGULO; SÁEZ et al, 2023), consecuentemente identificar que intervenciones basadas en tecnologías muestran un efecto en incremento de los procesos autorregulatorios, resulta prometedor.…”

Exploring age-related differences in metacognitive self-regulation: the influence of motivational factors in secondary school students

“…Specifically, this study reported that adolescents aged 14–15 years had better metacognitive self-regulation than adolescents aged 17–18 years ( Bakracevic Vukman and Licardo, 2010 ). Additionally, studies have reported an overall decline in secondary school students’ metacognitive skills ( Ziegler and Opdenakker, 2018 ; Bardach et al, 2023 ; Sáez-Delgado et al, 2023 ).…”