Una aproximación al aprendizaje autorregulado en alumnos de Educación Secundaria

  1. Fermín Torrano Montalvo 1
  2. María Soria Oliver 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
Contextos educativos: Revista de educación

ISSN: 1575-023X

Año de publicación: 2016

Número: 1

Páginas: 97-115

Tipo: Artículo

DOI: 10.18172/CON.2838 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Contextos educativos: Revista de educación

Objetivos de desarrollo sostenible

Resumen

In the last decades, research about self-regulated learning has become a major topic of educational psychology, and one of the essential axes of this discipline. In this context, the aim of this paper is to analyze the interrelations between motivation (academic goals, self-efficacy beliefs, and self-handicapping strategies), learning strategies and academic achievement of Secondary School students. The sample is formed by N=374 students 13-14 years old. The results show positive relations between all the constructs. However, the low scores in some of the scales of cognitive strategies raises the question of to what extent promotes meaningful and self-regulated learning in educational settings. Finally, we propose some guidelines for the promotion of self-regulated Learning.

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