Self-Regulated Learning: A Systematic Review Based in Scielo Journals
The concept of self-regulation in learning has been assuming a rising importance in the literature once the research has suggested that students participate actively in their learning process, monitoring and regulating their study process to achieve self-set goals. Nevertheless, the information abou...
| Autor Principal: | Rosário, Pedro; Universidade do Minho |
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| Otros Autores: | Pereira, Armanda Sofia; Universidade do Minho, Portugal, Högemann, Julia; Universidade do Minho, Portugal, Nunez, A R, Figueiredo, Mirela, Núñez, J C; Universidad Oviedo, Escuela de Psicología, España, Fuentes, S; Universidad Central de Chile, Instituto Internacional para el Desarrollo Cognitivo (INDESCO), Gaeta, Martha Leticia; Universidad Popular Autónoma de Estado de Puebla (UPAEP), Puebla, México |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Pontificia Universidad Javeriana
2013
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| Materias: | |
| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/4487 |
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| Sumario: |
The concept of self-regulation in learning has been assuming a rising importance in the literature once the research has suggested that students
participate actively in their learning process, monitoring and regulating
their study process to achieve self-set goals. Nevertheless, the information
about self-regulation has not been yet systematized on the journals indexed
in Scielo. Therefore, the current study performed a systematic review of the
literature on Scielo.org, between the period 2001 and 2011 to analyze the
existence evidence regarding: a) the nature of self-regulated learning, b) it’s
assessment, c) the promotion of self-regulated skills and their usefulness in
the context of education, and d) the potential implication of teachers on
the promotion of lifelong learning. |
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