Autorregulación en el aprendizaje, desempeño académico y contexto socioeconómico al finalizar la escuela primaria

• Autores: Daniel Trías, Juan Antonio Huertas Martínez, Cindy Mels, Ignacio Castillejo, Valentina Ronqui
• Localización: Revista interamericana de psicología = Interamerican journal of psychology, ISSN 0034-9690, Vol. 55, Nº. 2, 2021
• Idioma: español
• DOI: 10.30849/ripijp.v55i2.1509
• Títulos paralelos:
  • Self-regulated learning, academic achievement and socioeconomic context at the end of primary school
• Enlaces
  • Texto completo
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    El aumento de las desigualdades y la crisis de aprendizaje generados por la pandemia de COVID-19, han obligado a revisar el papel de lo educativo en el logro de las habilidades que permitan seguir aprendiendo.

    Este estudio propone examinar la incidencia del desempeño académico en distintas estrategias de autorregulación del aprendizaje (planificación, inhibición e inhibición volitiva), considerando el contexto socioeconómico, al cierre de la escuela primaria. Son evaluadas desde la perspectiva de maestros y estudiantes, triangulando medidas de autorregulación en distintas tareas. Participaron 67 estudiantes del último año de educación primaria. Se compararon las medidas de autorregulación mediante pruebas robustas considerando niveles alto y bajo de desempeño académico, bajo y medio de contexto socioeconómico (versión robusta del test de Welch para dos grupos, prueba de Yuen, y ANOVAs de dos factores basados en medias truncadas y varianzas winsorizadas). El desempeño académico incide y predice significativamente sobre la planificación. En contexto socioeconómico bajo, los estudiantes de alto desempeño maximizan su autorregulación. Se discute el papel modulador de la experiencia escolar en la autorregulación.

  • English

    The increase of inequalities and the learning crisis due to COVID-19 pandemic has forced to review the role of education in the attainment of skills to learn throughout life. The purpose of this study is to investigate the incidence of the academic achievement on selfregulation strategies (forethought, inhibition and volitional inhibition), considering the socioeconomical context at the end of elementary school. The SRL strategies are assessed, from the perspective of students and teachers, triangulating measurement in different tasks. 67 students in their last year of primary education participated. The SRL measures were compared using robust tests considering high and low academic achievement and low and medium socioeconomic context (robust version of Welch’s test for two groups, Yuen’s test, and two-way ANOVA based on trimmed means and Winsorized variances). The academic achievement affects and significantly predicts the forethought strategy. In the low socioeconomical context, the students with a high academic achievement maximize their SRL. The modulating role of the school experience in self-regulation is discussed.

• Referencias bibliográficas
  • Abad, J.F., Olea, J., Ponsoda, V., & García, C. (2012). Mediciones en Ciencias Sociales y de la Salud. Madrid: Síntesis.
  • Báez, M., & Alonso-Tapia, J. (2017). Entrenamiento en estrategias de autorregulación de la motivación y la volición: efecto en el aprendizaje....
  • Barg, G., Daleiro, M., Queirolo, E. I., Ravenscroft, J., Mañay, N., Peregalli, F., & Kordas, K. (2018). Association of low lead levels...
  • Ben-Eliyahu, A. (2019). Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle. Educational...
  • Boekaerts, M., & Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology,...
  • Callan, G. L., & Cleary, T. J. (2018). Multidimensional Assessment of Self-Regulated Learning With Middle School Math Students. School...
  • Calvo, J. J. (Ed.). (2013). Atlas sociodemográfico y de desigualdad del Uruguay. Fascículo 1. Las necesidades básicas insatisfechas a partir...
  • Chen, P. P., & Bonner, S. M. (2017). Teachers’ Beliefs About Grading Practices and a Constructivist Approach to Teaching. Educational...
  • Comisión Económica para América Latina y el Caribe (CEPAL). (2019). Panorama social de América Latina, 2018. Panorama social de América Latina,...
  • Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and...
  • Daily, S. M., Mann, M. J., Kristjansson, A. L., Smith, M. L., & Zullig, K. J. (2019). School Climate and Academic Achievement in Middle...
  • Dent, A. L., & Hoyle, R. H. (2015). A framework for evaluating and enhancing alignment in self-regulated learning research. Metacognition...
  • Dent, A. L., & Koenka, A. C. (2016). The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence:...
  • Dietrichson, J., Bøg, M., Filges, T., & Klint Jørgensen, A.-M. (2017). Academic Interventions for Elementary and Middle School Students...
  • DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2015). A comparison of high and low achieving students on self-regulated learning variables....
  • Dörrenbächer, L., & Perels, F. (2015). Volition completes the puzzle: Development and evaluation of an integrative trait model of self-regulated...
  • Engle, P., & Black, M. (2008). The Effect of Poverty on Child Development and Educational Outcomes. Annals of the New York Academy of...
  • Epskamp, S. (2019). semPlot: Path Diagrams and Visual Analysis of Various SEM Packages' Output. R package version 1.1.2. https://CRAN.R-project.org/package=semPlot
  • Erceg-Hurn, D. M., & Mirosevich, V. M. (2008). Modern robust statistical methods: an easy way to maximize the accuracy and power of your...
  • Evans, D., Borriello, G. A., & Field, A. P. (2018). A review of the academic and psychological impact of the transition to secondary education....
  • Evans, G. W., & Kim, P. (2013). Childhood Poverty, Chronic Stress, Self-Regulation, and Coping. Child Development Perspectives, 7(1),...
  • Evans, G. W., & Rosenbaum, J. (2008). Self-regulation and the income-achievement gap. Early Childhood Research Quarterly, 23(4), 504–514....
  • Field, A. P., & Wilcox, R. R. (2017). Robust statistical methods: A primer for clinical psychology and experimental psychopathology researchers....
  • Gaeta, M. L., Teruel, M. P., & Orejudo, S. (2012). Aspectos motivacionales, volitivos y metacognitivos del aprendizaje autorregulado....
  • García Fernández, T., González-Pienda, J. A., Rodríguez Pérez, C., Álvarez García, D., & Álvarez Pérez, L. (2014). Psychometric characteristics...
  • Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of Executive Function. Child Neuropsychology,...
  • Greene, J. A. (2018). Self-regulation in education. New York: Routledge.
  • Greene, J. A., Bolick, C. M., Jackson, W. P., Caprino, A. M., Oswald, C., & McVea, M. (2015). Domain-specificity of self-regulated learning...
  • Gross, J. & Ligges, U. (2015). nortest: Tests for Normality. R package version 1.0-4. https://CRAN.R-project.org/package=nortest
  • Hackman, D. A., Gallop, R., Evans, G. W., & Farah, M. J. (2015). Socioeconomic status and executive function: developmental trajectories...
  • Hair, N. L., Hanson, J. L., Wolfe, B. L., & Pollak, S. D. (2015). Association of Child Poverty, Brain Development, and Academic Achievement....
  • Harding, S.-M., English, N., Nibali, N., Griffin, P., Graham, L., Alom, B., & Zhang, Z. (2019). Self-regulated learning as a predictor...
  • Heirweg, S., De Smul, M., Merchie, E., Devos, G., & Van Keer, H. (2020). Mine the process: Investigating the cyclical nature of upper...
  • Heirweg, S., De Smul, M., Devos, G., & Van Keer, H. (2019). Profiling upper primary school students’ self-regulated learning through self-report...
  • INEEd. (2019). Informe sobre el estado de la educación en Uruguay. Montevideo: INEEd.
  • Karlen, Y. (2016). Differences in students’ metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners....
  • Kazen, M., Kaschel, R., & Kuhl, J. (2008). Individual differences in intention initiation under demanding conditions: Interactive effects...
  • Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual...
  • Koole, S. L., & Aldao, A. (2015). The Self-Regulation of Emotion: Theoretical and Empirical Advances. In K. D. Vohs & R. F. Baumeister...
  • Kostons, D., Van Gog, T., & Paas, F. (2009). How Do I Do? Investigating Effects of Expertise and Performance-Process Records on Self-Assessment....
  • Kuhl, J., Baumann, N., & Kazén, M. (2007). What goals make a good grades- and why? Academic Exchange Quarterly: Self-Regulation of Learning,...
  • Kuhl, J., Kazén, M., & Quirin, M. (2014). La Teoría de la Interacción de Sistemas de la Personalidad (PSI). Revista Mexicana de Psicología,...
  • LLECE-UNESCO. (2015). Informe de resultados TERCE. Factores asociados. Santiago de Chile: UNESCO.
  • Maechler M, Rousseeuw P, Croux C, Todorov V, Ruckstuhl A, Salibian-Barrera M, Verbeke T, Koller M, Conceicao EL, Anna di Palma M (2020). robustbase:...
  • Mair, P., & Wilcox, R. (2020). Robust statistical methods in R using the WRS2 package. Behavior research methods, 52, 464-488.
  • Marks, G. N. (2016). The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in...
  • ONU. (2020). Geopolítica de la pandemia de COVID-19. Geopolítica(S), 11, pp. 11–13. https://doi.org/10.5209/GEOP.69137
  • Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8(April),...
  • Pearce, A., Sawyer, A. C. P., Chittleborough, C. R., Mittinity, M. N., Law, C., & Lynch, J. (2016). Do early life cognitive ability and...
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and...
  • Pintrich, P. R., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. In R. P. Perry & J....
  • R Core Team (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. https://www.R-project.org/
  • Revelle W (2020). psych: Procedures for Psychological, Psychometric, and Personality Research. Northwestern University, Evanston, Illinois....
  • Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research...
  • Rodríguez-Pereiro, S., Regueiro, B., Rodríguez, S., Piñeiro, I., Estévez, I., & Valle, A. (2019). Rendimiento previo e implicación en...
  • Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merriënboer, J. J. G. (2019). Granularity matters:...
  • Segretin, M. S., Hermida, M. J., Prats, L., Fracchia, C., Ruetti, E., & Lipina, S. J. (2016). Childhood poverty and congnitive development...
  • Smith, J. M., & Alloy, L. B. (2009). A roadmap to rumination: a review of the definition, assessment and conceptualization of this multifaceted...
  • Spencer, M. B., & Swanson, D. P. (2013). Opportunities and challenges to the development of healthy children and youth living in diverse...
  • Torrano, F., & Soria, M. (2017). Diferencias de género y aprendizaje autorregulado: el efecto del rendimiento académico previo. Revista...
  • Vandevelde, S., Keer, H. Van, Schellings, G., & Hout-Wolters, B. Van. (2015). Using think-aloud protocol analysis to gain in-depth insights...
  • Vandevelde, S., Van Keer, H., & Merchie, E. (2016). The challenge of promoting self-regulated learning among primary school children with...
  • Wang, Z., Soden, B., Deater-deckard, K., Lukowski, S. L., Schenker, V. J., Willcutt, E. G., … Petrill, S. A. (2017). Development in reading...
  • Weidman, A. C., Augustine, A. A., Murayama, K., & Elliot, A. J. (2015). Internalizing Symptomatology and Academic Achievement: Bi-Directional...
  • Wilcox, R. R., & Tian, T. S. (2011). Measuring effect size: a robust heteroscedastic approach for two or more groups. Journal of Applied...
  • Zeidner, M., & Stoeger, H. (2019). Self-Regulated Learning (SRL): A guide for the perplexed. High Ability Studies, 00(00), 1–43. https://doi.org/10.1080/13598139.2019.1589369
  • Zhu, J., & Mok, M. M. C. (2018). Predicting primary students’ self-regulated learning by their prior achievement, interest, personal best...
  • Ziegler, A., Stoeger, H., & Grassinger, R. (2011). Actiotope model and self-regulated learning. Psychological Test and Assessment Modeling,...