Autorregulación del Aprendizaje en Adolescentes de Educación Media del Colegio Técnico Nuestra Señora de la Presentación San Gil, Santander, Colombia.

Abstract

The research on the self-regulation of learning was carried out with 258 adolescents with an average age of 17 years, from strata 0 to 3, of secondary education and focused on training for a period of eight weeks for the development of metacognitive skills with an instrument that allowed the appropriation of the goal, the identification of strengths and overcoming weaknesses, the promotion of motivation, the application of the procedure to achieve it, and the self-reflection of the process to consolidate the self-regulation competence. The study sought to identify evidence that will help reduce the gap between the skills required to navigate the global knowledge society and those that students are developing in the classroom; The guiding question of the research was: What are the conditions that favor the development of self-regulation of learning in high school students?; arose from perceiving in the study population a low capacity for self-determination, fragility in motivations, insecurity in handling obstacles and low levels of control, during the learning process and school activity. The theoretical framework had its epistemological center in the sociocognitive theory of learning and in the contributions of Zimmerman and Moilan (2009), who have defined self-regulation as the control that the subject performs over their thoughts, actions, emotions, motivations, cognition and metacognition. To achieve learning successfully and that in practice is formalized as a cyclical process of three stages: planning, execution and self-reflection. The research was developed from a mixed approach with a methodological design embedded in triangulation with the results of the abbreviated Self-Regulation of Learning Questionnaire (CAR: Ref. Trujillo, under review), the academic performance and the self-report of the learners with a personalized education approach.