Teorías de autorregulación educativa: una comparación y reflexión teórica

• Ernesto Panadero ^[1] ; Jesús Alonso-Tapia ^[1]
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 20, Nº. 1, 2014, págs. 11-22
• Idioma: español
• DOI: 10.1016/j.pse.2014.05.002
• Títulos paralelos:
  • Contrasting self-regulation educational theories: a theoretical review
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 41 Citas
• Resumen
  • español

    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.

  • English

    Self-regulation is a skill that allows students to activate the corresponding learning strategies to achieve the established goals. There are seven major theories about self-regulation: operant, phenomenological, socio-cognitive, information processing, volition, Vygotskian, and constructive theory (Zimmerman, 2001). In this article it will be presented what each of these theories explains to the field through the analysis of five crucial features for self-regulation. First, what the origin of the motivation to self-regulate is. Second, how the self-awareness needed to self-regulate is acquired. Third, what the key processes for each of the seven theories are. Fourth, what the role played by the social and physical environment on self-regulation is. Fifth, how the self-regulation skills are acquired. Throughout the manuscript each theory will be analysed in the light of these five features building a comprehensive framework on what self-regulation is and how to proceed to help students acquire it.

• Referencias bibliográficas
  • J. Alonso-Tapia, E. Panadero, and M.A. Ruiz Development and validity of the Emotion and Motivation Self-regulation Questionnaire (EMSR-Q)...
  • A. Bandura Social foundations of thought and action: A social cognitive theory 1986 Prentice-Hall Englewood Cliffs, NJ
  • A. Bandura Self-efficacy: The exercise of control 1997 W. H. Freeman and Company New York
  • M. Boekaerts Motivated learning: Studying student situation transactional units European Journal of Psychology of Education 14 1999 41 55...
  • Boekaerts, M. y Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. En M. Boekaerts,...
  • C.S. Carver, and M.F. Scheier Origins and functions of positive and negative affect: A control-process view Psychological Review 97 1990 19...
  • J.P. Connell, and R.M. Ryan A developmental theory of motivation in the classroom Teacher Education Quartely 11 4 1984 64 77
  • L. Corno The best-laid plans: Modern conceptions of volition and educational research Educational Researcher 22 2 1993 14 22 10.3102/ 0013189X022002014
  • Corno, L. (2001). Volicional aspects of self-regulated learning. En B. J. Zimmerman y D. H. Schunk (Eds.), Self-regulated learning and academic...
  • De Corte, E., Mason, L., Depaepe, F. y Verschaffel, L. (2011). Self-regulation of mathematical knowledge and skills. En B. J. Zimmerman y...
  • R. De Sixte Un sistema de observación de las mediaciones emocionales en la interacción profesor-alumno. La estrecha relación entre cognición...
  • C. Dignath, and G. Büttner Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary...
  • C. Dignath, G. Büttner, and H. Langfeldt How can primary school students learn self-regulated learning strategies most effectively?. A meta-analysis...
  • J.H. Flavell Metacognition and cognitive monitoring: New area of cognitive-developmental inquiry American Psychologist 34 1979 906 911
  • Hadwin, A.F., Järvelä, S. y Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. En B. J. Zimmerman...
  • L.E. Homme Perspectives in psychology. Control of coverants, the operants of the mind Psychological Record 15 1965 501 511
  • P.D. Johnson-Laird The computer and the mind. 1988 Harvard University Press Cambridge, MA
  • Kanfer, F.H. (1977). The many faces of self-control, or behavior modification changes its focus. En R. B. Stuart (Ed.), Behavioral self-management:...
  • F.H. Kanfer, and A.P. Goldstein Helping people change Fourth ed. 1991 Allyn y Bacon Boston
  • D. Kostons, T. van Gog, and F. Paas How do I do? Investigating effects of expertise and performance-process records on self-assessment Applied...
  • Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action-control. En...
  • Kuhl, J. (1987). Feeling versus being helpless: Metacognitive mediation of failure induced performance deficits. En F. Weinert y R. H. Kluwe...
  • Kuhl, J. (2000). A functional-design approach to motivation and self-regulation. En M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.), Handbook...
  • Mace, F.C., Belfiore, P.J. y Hutchinson, J.M. (2001). Reflections on theories of self-regulated learning and academic achievement. En B. J....
  • H.W. Marsh, and R. Shavelson Self-concept: Its multifaceted, hierarchical structure Educational Psychologist 20 1985 107 123
  • A.H. Maslow A theory of human motivation Psychological Review 50 1943 370 396 10.1037/h0054346
  • M. McCaslin, and D.T. Hickey Educational psychology, social constructivism, and educational practice: A case of emergent identity Educational...
  • McCaslin, M. y Hickey, D.T. (2001b). Self-regulated learning and academic achievement: A Vygotskian view. En B. J. Zimmerman y D. H. Schunk...
  • McCaslin, M. y Murdock, T.B. (1991). The emergent interaction of home and school in the development of students' adaptive learning. En...
  • McCombs, B.L. (2001). Self-regulated learning and academic achievement: A phenomenological view. En B. J. Zimmerman y D. H. Schunk (Eds.),...
  • M.M. Moretti, and E.T. Higgins Internal representations of others in self-regulation: A new look at a classic issue Social Cognition 17 1999...
  • M.M. Moretti, and E.T. Higgins Own versus other standpoints in self-regulation: Developmental antecedents and functional consequences Review...
  • Panadero, E. y Alonso-Tapia, J. (2013). Self-assessment: theoretical and practical connotations. When it happens, how is it acquired and what...
  • Panadero, E. y Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman's cyclical model of self-regulated learning....
  • Paris, S.G., Byrnes, J.P. y Paris, A.H. (2001). Constructing theories, identities, and actions of self-regulated learners. En B. J. Zimmerman...
  • S.G. Paris, and R.S. Newman Developmental aspects of self-regulated learning Educational Psychologist 25 1990 87 102
  • S.G. Paris, and A.H. Paris Classroom applications of research on self-regulated learning Educational Psychologist 36 2001 89 101
  • J. Piaget Language and thought of the child 1926 Routledge y Kegan Paul London
  • J. Piaget The moral judgment of the child 1932 Harcourt New York
  • J. Piaget The origins of intelligence in children 1952 International Universities Press New York
  • D. Pino-Pasternak, and D. Whitebread The role of parenting in children's self-regulated learning Educational Research Review 5 2010 220...
  • Schunk, D.H. (2001). Social cognitive theory and self-regulated learning. En B. J. Zimmerman y D. H. Schunk (Eds.), Self-regulated learning...
  • Vygotsky, L.S. (1962). Thought and language (E. Hanfman y G. Vakar ed.). Cambridge, MA: MIT Press.
  • L.S. Vygotsky Mind in society: The development of higher psychological processes. 1978 Harvard University Press Cambridge, MA
  • B. Weiner An attributional theory of motivation and emotion 1986 Springer-Verlag New York
  • Winne, P.H. (2001). Self-regulated learning viewed from models of information processing. En B. J. Zimmerman y D. H. Schunk (Eds.), Self-regulated...
  • Winne, P.H. (2011). A cognitive and metacognitive analysis of self-regulated learning. En B. J. Zimmerman y D. H. Schunk (Eds.), Handbook...
  • Winne, P.H. y Hadwin, A.F. (1998). Studying as self-regulated engagement in learning. En D. Hacker, J. Dunlosky y A. Graesser (Eds.), Metacognition...
  • Winne, P.H. y Hadwin, A.F. (2008). The weave of motivation and self-regulated learning. En D. H. Schunk y B. J. Zimmerman (Eds.), Motivation...
  • C.A. Wolters Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning Educational Psychologist 38 2003 189...
  • Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. En M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.), Handbook...
  • Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. En B. J. Zimmerman y D. H....
  • Zimmerman, B.J. (2011). Motivational sources and outcomes of self-regulated learning and performance. En B. J. Zimmerman y D. H. Schunk (Eds.),...
  • Zimmerman, B.J. y Campillo, M. (2003). Motivating self-regulated problem solvers. En J. E. Davidson y R. J. Sternberg (Eds.), The nature of...
  • Zimmerman, B.J. y Kitsantas, A. (2005). The hidden dimension of personal competence: Self-Regulated learning and practice. En A. J. Elliot...
  • Zimmerman, B.J. y Moylan, A.R. (2009). Self-regulation: Where metacognition and motivation intersect. En D. J. Hacker, J. Dunlosky y A. C....