Teorías de autorregulación educativauna comparación y reflexión teórica

  1. Ernesto Panadero 1
  2. Jesús Alonso-Tapia 1
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Zeitschrift:
Psicología educativa

ISSN: 1135-755X

Datum der Publikation: 2014

Ausgabe: 20

Nummer: 1

Seiten: 11-22

Art: Artikel

DOI: 10.1016/J.PSE.2014.05.002 DIALNET GOOGLE SCHOLAR

Andere Publikationen in: Psicología educativa

Ziele für nachhaltige Entwicklung

Zusammenfassung

La autorregulación es una competencia que permite a los alumnos activar las estrategias de aprendizaje necesarias para alcanzar los objetivos establecidos. Se pueden distinguir siete grandes teorías sobre autorregulación: operante, fenomenológica, procesamiento de la información, sociocognitiva, volitiva, vygotskiana y constructivista (Zimmerman, 2001). En este artículo se discuten las aportaciones de cada una de ellas en relación a cinco aspectos fundamentales para entender la autorregulación. Primero, cuál es el origen de la motivación para autorregularse. Segundo, cómo se adquiere la conciencia necesaria para autorregularse. Tercero, cuáles son los procesos autorregulatorios básicos para cada una de las siete teorías. Cuarto, qué papel juega el entorno social y físico en la autorregulación del alumno. Quinto, cómo se adquiere la capacidad para autorregularse. A lo largo del artículo se irán presentando las aportaciones de cada una de las teorías para dar respuesta a las cinco preguntas planteadas, construyendo un marco comprehensivo sobre en qué consiste la autorregulación y cómo hacer para fomentarla en nuestros alumnos.

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