¿Cómo autorregulan nuestros alumnos? Revisión del modelo cíclico de Zimmerman sobre autorregulación del aprendizaje

Abstract

The use of learning strategies is crucial for students' academic performance and promoting deeper learning approaches. The selfregulated learning models offer comprehensive theoretical backgrounds. These enable more holistic approaches to the use of learning strategies. In this paper, Zimmerman's (2000; 2003; Zimmerman & Moylan, 2009) cyclical model of selfregulated learning is described and analysed as one of the most comprehensive. The model is grounded in social cognitive theory and is comprised of three phases (forethought, performance and selfreflection) with a special focus on the influences of motivation on selfregulation. The different processes included in the model are analysed here in detail. Zimmerman's framework is considered in relation to other selfregulated learning models in order to recognize its importance in theory and practice. © 2014: Servicio de Publicaciones de la Universidad de Murcia.