El aprendizaje autorreguladopresente y futuro de la investigación
- Torrano Montalvo, Fermín 1
- González Torres, María Carmen 1
-
1
Universidad de Navarra
info
ISSN: 1696-2095
Año de publicación: 2004
Volumen: 2
Número: 3
Páginas: 1-34
Tipo: Artículo
Otras publicaciones en: Electronic journal of research in educational psychology
Resumen
Los profundos cambios que ha experimentado el contexto de la Psicología de la Educación durante los últimos 30 años han llevado a que el aprendizaje autorregulado se convierta, actualmente, en tema central de la investigación y en uno de los ejes primordiales de la práctica educativa. A partir de la publicación de Zimmerman y Schunk (1989), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, se han puesto en marcha un gran número de investigaciones sobre aprendizaje autorregulado. Tomando como referencia éstas y otras publicaciones actuales, el objetivo de este trabajo es recoger las principales cuestiones que se abordan dentro de las líneas de estudio del aprendizaje autorregulado. Además, se destacan una serie de direcciones que pueden guiar a las futuras investigaciones en este campo.
Referencias bibliográficas
- Ablard, K.E. y Lipschultz, R.E. (1998). Self-regulated learning in high achieving students: Relations to advances reasoning, achievement goals, and gender. Journal of Educational Psychology, 90, 94-101.
- Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
- Revista Electrónica de Investigación Psicoeducativa, 2 (1), 1-34. ISSN: 1696-2095 (2004). 25 Baker, L. y Cerro, L.C. (2000). Assessing metacognition in children and adults. En G. Schraw y J.C. Ampara (Eds.), Issues in the measurement of metacognition (pp. 99-145). Lincoln: Buros Institute of Mental Measurements, University of Nebraska Press.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
- Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall. (Trad. cast: Pensamiento y acción. Fundamentos sociales. Barcelona: Martínez Roca, 1987).
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
- Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review Psychology, 52, 1-26.
- Barron, K.E. y Harackiewicz, J.M. (2000). Achievement goals and optimal motivation: A multiple goals approach. En C. Sansone y J. Harackiewicz (Eds.), Intrinsic and extrinsic motivation (pp. 229-254). San Diego, CA: Academic Press.
- Beltrán, J. (1996). Concepto, desarrollo y tendencias actuales de la Psicología de la Instrucción. En J. Beltrán y C. Genovard (Eds.), Psicología de la instrucción: variables y procesos básicos (Vol. 1, pp. 19-86). Madrid: Síntesis/Psicología.
- Blumenfeld, P.C. y Marx, R. . (1997). Motivation and cognition. En H.J. Walberg y G.D. Haertel (Eds.), Psychology and educational practice (pp. 79-106). Berkeley, CA: McCutchan.
- Boekaerts, M., Pintrich, P.R. y Zeidner, M. (2000). Handbook of self-regulation. San Diego,
- Bong, M. (1998). Tests of the internal/external frames of reference model with subjectspecific academic self-efficacy and frame-specific academic self-concepts. Journal of Educational Psychology, 90, 102-110.
- Bong, M. y Clark, R.E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34, 139-154.
- Bong, M. y Skaalvik, E. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40.
- Brown, A.L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52, 399-413.
- Brown, A.L. y Campione, J.C. (1990). Communities of learning and thinking or a context by any other name. Human Development, 21, 108-125.
- Butler, D.L. (2002). Qualitative approaches to investigating self-regulated learning: Contributions and challenges. Educational Psychologist, 37, 59-63.
- Butler, D.L. y Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-28.
- Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22, 14-22.
- Corno, L. (2001). Volitional aspects of self-regulated learning. En B. J. Zimmerman y D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 191-225). Hillsdale, NJ: Erlbaum.
- Deci, E.L. y Ryan, R.M. (2002). Handbook of-self-determination research. New York: University of Rochester Press.
- De la Fuente, J. y Martínez Vicente, J.M. (2000). PRO®ULA: un programa para aprender a autorregularse durante el aprendizaje (Vol. I y II). Málaga: Aljibe.
- Durán, M.L. (1999). Estrategias de aprendizaje y asesoramiento académico en el primer año de universidad. Tesis doctoral no publicada. Pamplona: Universidad de Navarra.
- Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
- Dweck, C.S. (2002). Messages that motivate: How praise molds students´ beliefs, motivation, and performance (in surprising ways). En J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 37-60). San Diego,
- Eccles, J.S., Wigfield, A. y Schiefele, U. (1998). Motivation to succeed. En W. Damon y N. Eisenberg (Eds.), Handbook of child psychology: Social, emotional, and personality development (5th ed., Vol. 3. pp. 1017-1095). New York: Wiley.
- Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
- García Ros, R., Clemente, A. y Pérez González, F. (1994). Intervención escolar en estrategias de aprendizaje. Valencia: CSV.
- Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.
- González Pienda, J.A., Núñez, J.C., Rodríguez, S. y González Cabanach, R. (1994, Sept.).Evaluación de estrategias de estudio y aprendizaje escolar. IV Congreso de Evaluación Psicológica. Santiago de Compostela.
- González Torres, M.C. (1997). La motivación académica. Pamplona: EUNSA.
- González Torres, M.C. (2003, Marzo). De los deseos a la acción: estrategias para favorecer la automotivación de los alumnos. Ponencia presentada en las V Jornadas de Innovación Pedagógica. Attendis Colegios, Algeciras.
- González Torres, M.C. y Tourón, J. (1992). Autoconcepto y rendimiento escolar. Sus implicaciones en la motivación y en la autorregulación del aprendizaje. Pamplona: EUNSA.
- Graham, S., Harris, K.R. y Troia, G.A. (1998). Writing and self-regulation: Cases from the self-regulated strategy development model. En D.H. Schunk y B.J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 20-41). New York: Guilford.
- Harackiewicz, J.M., Barron, K.E., Pintrich, P.R., Elliot, A.E. y Thrash, T.M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
- Heckhausen, H. (1991). Motivation and action. Berlín: Springer-Verlag.
- Hernández, P. y García, L.A. (1997). Enseñar a pensar. Un reto para los profesores. Notice. La Laguna: Tafor.
- Hill, J.R. y Hannafin, M.J. (1997). Cognitive strategies and learning from the world wide web. Educational Techonology Research and Development, 45, 37-64.
- Kaplan, A., Middleton, M.J., Urdan, T. y Midgley, C. (2002). Achievement goals and goal structures. En C. Midgley (Ed.), Goals, goal structure and pattern of adaptative learning (pp. 21-53). Mahwah, NJ: Erlbaum.
- Kuhl, J. (2000). A functional-design approach to motivation and self-regulation. En M. Boekaerts, P. R. Pintrich y M. Zeidner (Eds.), Handbook of self-regulation (pp. 111-169). San Diego, CA: Academic Press.
- Ley, K. y Young, D.B. (2001). Instructional principles for self-regulation. Educational Technology, Research and Development, 49, 93-104.
- Lin, Y.G., McKeachie, W.J. y Kim, Y.C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences, 13, 251-258.
- Marsh, H.W. (1990). The structure of academic self-concept: The Marsh/Shavelson Model. Journal of Educational Psychology, 82, 623-636.
- McCaslin, M. y Hickey, D.T. (2001). Educational psychology, social constructivism, and educational practice: A case for emergent identity. Educational Psychologist, 36, 133- 140.
- McCombs, B.J. y Marzano, R.J. (1990). Putting the self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25, 51-69.
- McCombs, B.L. y Whisler, J.S. (1997). The learner-centered classroom and school. San Francisco, CA: Jossey-Bass (Trad. cast: La clase y la escuela centradas en el aprendiz. Barcelona: Paidós. 2000).
- McCombs, B. L. y Whisler, J. S. (2000). La clase y la escuela centrada en el aprendiz. Barcelona: Paidós.
- Middleton, M.J. y Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
- Midgley, C. (Ed.). (2002). Goals, goal structure and pattern of adaptative learning. Mahwah, NJ: Erlbaum.
- Midgley, C., Middleton, M. y Kaplan, A. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and what cost? Journal of Educational Psychology, 93, 77-86.
- Midgley, C. y Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61-75.
- Monereo, C. y Castelló, M.B. (1997). Las estrategias de aprendizaje: cómo incorporarlas a la práctica educativa. Barcelona: Edebé.
- Nelson, T. y Narens, L. (1990). Metamemory: A theoretical framework and new findings. En G. Boewr (Ed.), The psychology of learning and motivation (Vol. 26, pp. 125-141). New York: Academic Press.
- Newman, R. (1998). Students' help-seeking during problem solving: Influences of personal and contextual goals. Journal of Educational Psychology, 90, 644-658.
- Nicholls, J.G. (1984). Conceptions of ability and achievement motivation. En R. Ames y C. Ames (Eds.), Research on motivation and education: Student motivation (Vol. 1, pp. 39-73). San Diego, CA: Academic Press.
- Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting self-regulated learning: A pattern-oriented approach. In P. Nenniger, R.S. Jager y M. Wosnitza (Eds.), Advances in motivation (pp. 32-42). Landau: Verlag Empirische Padagogik.
- Onrubia, J. (1996). Mediación y construcción de significados en la interacción profesor/alumnos y en la interacción entre alumnos. En A. Barca, J.A. González Pienda, R. González Cabanach y J. Escoriza (Eds.), Psicología de la instrucción: componentes contextuales y relacionales del aprendizaje escolar (Vol. 3, pp. 21-43). Barcelona: EUB.
- Pajares, F. y Schunk, D.H. (2001). Self-beliefs and school sucess: Self-efficacy, self-concept, and school achievement. En R. Riding y S.G. Rayner (Eds.), International perspectives on individual differences: Self-perception (Vol. 2, pp. 239-265). Westport, CT: Ablex.
- Pajares, F. y Schunk, D.H. (2002). Self and self-belief in psychology and education: A historical perspective. En J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 3-21). San Diego, CA: Academic Press.
- Paris, S.G., Byrnes, J.P. y Paris, A.H. (2001). Constructing theories, identities, and actions of self-regulated learners. En B.J. Zimmerman y D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 253-287). Hillsdale, NJ: Erlbaum.
- Paris, S.G. y Paris, A.H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89-101.
- Patrick, H., Anderman, L.H. y Ryan, A.M. (2002). Social motivation and the classroom social environment. En C. Midgley (Ed.), Goals, goal structure and pattern of adaptative learning (pp. 85-108). Mahwah, NJ: Erlbaum.
- Patrick, H. y Middleton, M.J. (2002). Turning the kaleidoscope: What we see when selfregulated learning is viewed with a qualitative lens. Educational Psychologist, 37, 27- 39.
- Perry, N.E. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715-729.
- Pintrich, P.R. (2000). Educational Psychology at the millennium: A look back and a look forward. Educational Psychologist, 35, 221-226.
- Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. En M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.), Handbook of self-regulation
- Pintrich, P.R. (2003). Motivation and classroom learning. En W.M. Reynolds y G.E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 103-122). Hoboken, NJ: Wiley.
- Pintrich, P.R., Smith, D., García, T. y McKeachie, W.J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan, School of Education.
- Pintrich, P.R., Wolters, C. y Baxter, G.P. (2000). Assessing metacognition and self-regulated learning. En G. Schraw y J. C. Ampara (Eds.), Issues in the measurement of metacognition (pp. 43-97). Lincoln: Buros Institute of Mental Measurements, University of Nebraska Press.
- Pintrich, P.R. y Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. En A. Wigfield y J. S. Eccles (Eds.), Development of achievement motivation (pp. 249-284). San Diego, CA: Academic Press.
- Pressley, M. (2000). Development of grounded theories of complex cognitive processing: Exhaustive within-and between-study analyses of think-aloud data. En G. Schraw y J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 261-296). Lincoln: Buros Institute of Mental Measurements, University of Nebraska Press.
- Pressley, M. y Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
- Prieto, M.D. y Castejón, J.L. (1993, Mayo). El LASSI: una escala para evaluar estrategias de aprendizaje. Comunicación presentada al III Congreso INFAD. León.
- Puustinen, M. y Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45, 269-286.
- Reyero, M. y Tourón, J. (2003). El desarrollo del talento: la aceleración como estrategia educativa. A Coruña: Netbiblo.
- Reynolds, W.M. y Miller, G.E. (2003). Current perspectives in educational psychology. En W.M. Reynolds y G.E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 3-20). Hoboken, NJ: Wiley.
- Roces, C. (1996). Estrategias de aprendizaje y motivación en la universidad. Tesis doctoral no publicada. Pamplona: Universidad de Navarra.
- Roces, C. y González Torres, M.C. (1998). Capacidad de autorregulación del aprendizaje. En J.A. González Pienda y J.C. Núñez (Eds.), Dificultades de aprendizaje escolar (pp. 239-259). Madrid: Pirámide/Psicología.
- Roces, C., Tourón, J. y González Torres, M.C. (1995). Validación preliminar del CEAM II. Psicológica, 16, 347-366.
- Rodríguez, S. (1999). Autorregulación motivacional del aprendizaje: características diferenciales e implicaciones cognitivo-motivacionales. Tesis doctoral no publicada. España: Universidad de la Coruña.
- Ryan, A.M. y Pintrich, P.R. (1997). Should I ask for help?: The role of motivation and attitudes in adolescent´s help-seeking in math class. Journal of Educational Psychology, 89, 329-341.
- Sanz de Acedo, M.L. e Iriarte, M.D. (1999). Cognición en el aula. Teoría y práctica Pamplona: Universidad Pública de Navarra.
- Schraw, G. y Impara, J.C. (Eds.). (2000). Issues in the measurement of metacognition. Lincoln: Buros Institute of Mental Measurements, University of Nebraska Press.
- Schunk, D.H. (2001). Social cognitive theory and self-regulated learning. En B.J. Zimmerman y D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125-151). Hillsdale, NJ: Erlbaum.
- Schunk, D.H. y Ertmer, P.A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. En M. Boekaerts, P. R. Pintrich y M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-647). San Diego, CA: Academic Press.
- Schunk, D.H. y Zimmerman, B.J. (1994). Self-regulation of learning and perfomance: Issues and educational applications . Hillsdale, NJ: Erlbaum.
- Schunk, D.H. y Zimmerman, B.J. (1998). Self-regulated learning: From teaching to selfreflective practice. New York: Guilford.
- Schunk, D.H. y Zimmerman, B.J. (2003). Self-regulation and learning. En W.M. Reynolds y G.E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 59- 78). Hoboken, NJ: Wiley.
- Shavelson, R.J., Hubner, J.J. y Stanton, G.C. (1976). Validation of constructs interpretations. Review of Educational Research, 46, 407-441.
- Skaalvik, E.M. (1997). Issues in research on self-concept. En M.L. Maehr y P.R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 51-97). Greenwich, CT: JAI Press.
- Turner, J.C. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 30, 410-441.
- Urdan, T.C. (1997). Achievement goal theory: Past results, future directions. En M.L. Maehr y P.R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 99-141). Greenwich, CO: JAI Press.
- Urdan, T.C. y Maehr, M.L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65, 213-243.
- Urdan, T., Ryan, A. M., Anderman, E.M. y Gheen, M.H. (2002). Goals, goal structures, and avoidance behaviors. En C. Midgley (Ed.), Goals, goal structure and pattern of adaptative learning (pp. 55-83). Mahwah, NJ: Erlbaum.
- Valle, A., González Cabanach, R., Núñez, J.C., González Pienda., Rodríguez, S. y Piñeiro, I. (2003). Multiple goals, motivation, and academic learning. British Journal of Educational Psychology, 73, 71-87.
- Valle, A., González Cabanach, R., Vieiro, P. y Suárez, J.M. (1998). Las estrategias de aprendizaje. En A. Valle y R. González Cabanach (Eds.), Psicología de la educación, I: variables personales y aprendizaje escolar (pp. 183-213). La Coruña: Universidade Da Coruña.
- Volet, S. y Jarvela, S. (Eds.) (2001). Motivation in learning contexts: Theoretical advances and methodological implications. Amsterdam: Elsevier.
- Weinstein, C.E., Husman, J. y Dierking, D.R. (2000). Self-regulation interventions with a focus on learning strategies. En M. Boekaerts, P. R. Pintrich, y M. Zeidner (Eds.), Handbook of self-regulation (pp. 728-748). San Diego, CA: Academic Press.
- Weinstein, C.E., Schulte, A.C. y Palmer, D.R. (1987). LASSI: Learning and study strategies inventory. Clearwater, FL: H. Y H. Publishing.
- Wentzel, K.R. (2000). What is it that I'm trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25, 105-115.
- Wentzel, K.R. (2002). The contribution of social goal setting to children's school adjustment. En A. Wigfield y J.S. Eccles (Eds.), Development of achievement motivation (pp. 221-
- Wentzel, K.R. (2003). School adjustment. En W. M. Reynolds y G. E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 235-258). Hoboken, NJ: Wiley.
- Wigfield, A. y Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
- Winne, P.H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.
- Winne, P.H. y Jamieson-Noel, D. (2003). Self-regulating studying by objectives for learning: Students´ reports compared to a model. Contemporary Educational Psychology, 28, 259-276.
- Winne, P.H., Jamieson-Noel, D. y Muis, K.R. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. En P. R. Pintrich y M. L. (2004). 33 Maehr (Eds.), Advances in motivation and achievement: New directions in measures and methods (Vol. 12, pp. 121-155). Greenwich, CO: JAI Press.
- Winne, P.H. y Perry, N.E. (2000). Measuring self-regulated learning. En M. Boekaerts, P. R. Pintrich, y M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). San Diego,
- Wolters, C.A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179-187.
- Yuste, C. y Ayala, C. (2000). Programas para la estimulación de las habilidades básicas de la inteligencia: estrategias de regulación y motivación para aprender (PROGRESINT) (Vol. 31). Madrid: CEPE.
- Zeidner, M., Boekaerts, M. y Pintrich, P.R. (2000). Self-regulation: Directions and challenges for future research. En M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.), Handbook of self-regulation (pp. 749-768). San Diego, CA: Academic Press.
- Zimmerman, B.J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional model. En D. H. Schunk y B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective pratice (pp. 1-19). New York: Guilford.
- Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. En M. Boekaerts, P. R. Pintrich y M. Zeidner (Eds.), Handbook of self-regulation (pp. 451- Zimmerman, B.J. (2001). Achieving academic excellence: A self-regulatory perspective. En M. Ferrari (Ed.), The pursuit of excellence through education (pp. 85-110). Mahwah, NJ: Erlbaum.
- Zimmerman, B.J. (2002). Becoming self-regulated learned: An overview. Theory into Practice, 41, 64-72.
- Zimmerman, B.J. y Martínez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
- Zimmerman, B.J. y Martínez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-190.
- Zimmerman, B.J. y Schunk, D.H. (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research and practice. New York: Springer-Verlag.
- Zimmerman, B.J. y Schunk, D.H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Hillsdale, NJ: Erlbaum.
- Pintrich, P.R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.