Evolución de la conceptualización de la autorregulación en Orientación Educativa: una revisión sistemática de literatura

• Emilio Alberto Salas Guadiana ^[1] ; Katherina Edith Gallardo Córdova ^[1]
  1. [1] Tecnologico2de Monterrey. Escuela de Humanidades y Educación. Monterrey, México
• Localización: Revista Española de Orientación y Psicopedagogía, ISSN-e 1989-7448, ISSN 1139-7853, Vol. 33, Nº 2, 2022, págs. 23-44
• Idioma: español
• DOI: 10.5944/reop.vol.33.num.2.2022.34358
• Títulos paralelos:
  • Evolution of the conceptofself-regulationin educationalguidance: A systematic literature review
• Enlaces
  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    Se presenta un estudio desde el enfoque metodológico de Revisión Sistemática de Literatura, cuyo objetivo fue comprender cómo en la última década, la producción científica en el tema de autorregulación del aprendizaje en el campo educativo ha visto diversificado sus eslabones temáticos. Al respecto, se consultaron las bases de datos Scopus, Web of Science y ProQuest entre 1975-2020. La Revisión Sistemática de Literatura comprendió dos partes. En la primera, se identificó el estado del arte circunscrito a 133 artículos científicos, de los cuales 100 son de acceso abierto. En la segunda, se buscó responder a ciertas preguntas sobre tendencias y temáticas actuales. Se seleccionaron 28 artículos de la primera parte del estudio que cumplieran con los criterios de acceso abierto y tener más de cinco citas a la fecha del estudio. Estos 28 artículos se sometieron a un estudio más detallado. Los hallazgos permiten afirmar que la cantidad de publicaciones ha aumentado considerablemente en las últimas dos décadas, tanto en la educación obligatoria, como en la universitaria. Además, las tendencias de estudio en autorregulación se orientan hacia la educación a distancia, la exploración de variables cognitivo-motivacionales involucradas, experiencias en educación física, y orientación educativa de padres, madres y el profesorado. Por último, para la próxima década, se espera que la intervención psicopedagógica siga contribuyendo al fortalecimiento de elementos cognitivo-motivacionales en nuevos espacios como los ambientes virtuales y nuevas disciplinas como la nutrición y educación física.

  • English

    Self-regulation in educational processes has been a topic widely studied by the scientific community, with approximately 800 articles available online. In the last decade, scientific production has increased, and its thematic links have diversified. The objective of this study was to carry out a systematic literature review in Scopus, Web of Science, and ProQuest between 1975-2020. The study consists of two parts. The first led to the identification of the state of the art limited to 133 scientific articles, of which 100 are open access and 28 have more than 5 citations. The latter were selected for a more detailed study. The second sought to answer questions about current trends and issues. The findings confirm that the number of publications has increased considerably in the last two decades, both in basic and higher education. In addition, it is found that the study trends in self-regulation are oriented towards distance education, the exploration of the cognitive-motivational variables involved, the experiences in physical education and educational guidance of parents and teachers. Finally, for the next decade,guidanceis expected to continue contributing to the strengthening of cognitive-motivational elements in newsettingssuch as virtual environmentsand new disciplines such as nutrition and physical education

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