Una aproximación al aprendizaje autorregulado en alumnos de Educación Secundaria

Fermín Torrano; María Soria

doi:10.18172/con.2838

Autores/as

Fermín Torrano Universidad Internacional de La Rioja (UNIR)
María Soria Universidad Internacional de La Rioja (UNIR)

DOI:

https://doi.org/10.18172/con.2838

Palabras clave:

Psicología de la Educación, aprendizaje autorregulado, motivación académica, estrategias de aprendizaje, rendimiento académico

Resumen

En las últimas décadas el estudio de las interrelaciones entre cognición y motivación (recogido bajo el constructo de aprendizaje autorregulado o Self-Regulated Learning) se ha convertido en tema central de la Psicología de la Educación y en una de las principales direcciones por donde avanza la disciplina. Dentro de este marco de referencia, el objetivo de la presente investigación es analizar las interrelaciones entre la motivación (metas académicas, creencias de autoeficacia y estrategias self-handicapping), las estrategias de aprendizaje y el rendimiento académico en alumnos de Educación Secundaria. La muestra estuvo compuesta por N= 374 alumnos de 2º curso de la ESO (edad media 13-14 años). Los resultados ponen de relieve que estos alumnos manifiestan una alta motivación intrínseca y una elevada autoconfianza en sus capacidades académicas, además de emplear un gran número de estrategias de aprendizaje, lo cual correlaciona positivamente con el rendimiento académico. Sin embargo, las bajas puntuaciones en algunas de las escalas de estrategias cognitivas, plantea la duda de hasta qué punto se promueve el aprendizaje significativo y autorregulado en este nivel educativo. Finalmente, se proponen una serie de recomendaciones y principios para la promoción del aprendizaje autorregulado en el aula.

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