Aprendizaje autorregulado: Estado de la cuestión y retos psicopedagógicos

Abstract

Self-regulated learning has received increasing attention in recent decades in psycho-pedagogical research, insofar as its promotion among students not only leads to better academic results, but also greater autonomy and motivation, greater control over their learning process and an ability to transfer this learning to different situations. In this context, the objective of this paper is to establish the current state of the issue in this field at a theoretical level, as well as to discuss the main didactic strategies used in teaching instruction (direct teaching of strategies, modeling, guided and autonomous practice, self-observation, social support and self-reflexive practice), taking into account their evolution up to the present day. Finally, the lines that should be taken to contribute to the development of research in this field are set out.