La autoregulación como factor esencial en la implementación de estrategias de aprendizaje de tipo cognitivo en estudiantes unviersitarios

Hedilberto Granados López; Felipe Antonio Gallego López; Diana María Grajales Grajales

doi:10.22383/ri.v17i29.91

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Vol. 17 No. 29 (2017): enero - junio

Published

2017-05-01

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Scientific and Technologic Research Articles

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SELF-REGULATION AS ESSENTIAL FACTOR IN THE IMPLEMENTATION OF LEARNING STRATEGIES OF COGNITIVE TYPE IN UNIVERSITY STUDENTS

https://doi.org/10.22383/ri.v17i29.91

Authors

Hedilberto Granados López Felipe Antonio Gallego López Diana María Grajales Grajales

Objective: to establish if the self-regulation represents an incident factor in the implementation earning strategies in university students. Methodology: investigation with quantitative approach and descriptive design of correlational scope. Findings: there are relations among cognitive strategies associated to Repetition (REP), elaboration (ELA), organization (ORG) and the constructors of metacognitive self-regulation (ARM). Conclusions: the metacognitive self-regulation (ARM) is an essential factor to generate links of association among learning strategies of cognitive type that allows formulating the importance of including techniques, mediations, pedagogical practices aimed to the development of processes of metacognitive self-regulation for arrangement and administration of information inside the classroom.

Keywords: self-regulation, self-regulated learning, learnings strategies, motivation questionnaire and learning strategies CMEA

Granados López, H., Gallego López, F. A., & Grajales Grajales, D. M. (2017). SELF-REGULATION AS ESSENTIAL FACTOR IN THE IMPLEMENTATION OF LEARNING STRATEGIES OF COGNITIVE TYPE IN UNIVERSITY STUDENTS. Revista De Investigaciones, 17(29), 102–113. https://doi.org/10.22383/ri.v17i29.91

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SELF-REGULATION AS ESSENTIAL FACTOR IN THE IMPLEMENTATION OF LEARNING STRATEGIES OF COGNITIVE TYPE IN UNIVERSITY STUDENTS

Authors

Hedilberto Granados López Universidad Católica de Manizales
Felipe Antonio Gallego López Universidad Católica de Manizales
Diana María Grajales Grajales Universidad Católica de Manizales

DOI:

https://doi.org/10.22383/ri.v17i29.91

Keywords:

self-regulation, self-regulated learning, learnings strategies, motivation questionnaire and learning strategies CMEA

Abstract

Author Biographies

Hedilberto Granados López, Universidad Católica de Manizales

Profesional en Filosofía, Universidad de Caldas. Profesor investigador del programa de Maestría en Educación en la UCM, actualmente vinculado a la pesquisa de temáticas relacionadas con las creencias epistemológicas, autorregulación y motivación del aprendizaje así, como al estudio de los modelos mentales probabilísticos.

Felipe Antonio Gallego López, Universidad Católica de Manizales

Matemático. Asesor estadístico de la Dirección de Investigaciones y Posgrados (DIP) de la UCM. Investigador grupo EFE. Actualmente trabaja el impacto de las TIC en la motivación y el aprendizaje autorregulado en Matemáticas.