Un estudio sobre las estrategias de autorregulación empleadas por aprendices del idioma inglés en una universidad pública del Ecuador
Palabras clave:
aprendizaje, autorregulación, evaluaciónResumen
El presente trabajo hace referencia a un estudio realizado en una universidad pública. Aborda la autorregulación como una variable importante en el aprendizaje de inglés como lengua extranjera en un grupo de 30 estudiantes. Se usó una metodología con componentes cuantitativos y cualitativos. Se ejecutó un piloto del cuestionario desarrollado por Brown, Miller y Lawendowski y después se lo aplicó al grupo objetivo. Los estudiantes llevaron un diario semiestructurado en el cual hicieron registros semanales. Finalmente se hizo una entrevista sobre el reconocimiento de la capacidad de autorregulación de los participantes. Los resultados sugieren que los estudiantes se
reconocen con una capacidad intermedia de autorregularse. No existe una claridad o variedad en las estrategias utilizadas para autorregular el aprendizaje, los educandos no son capaces de reconocer las técnicas de autorregulación aplicadas por sí mismos para la consecución de sus metas o logros académicos y/o de aprendizaje.
Descargas
Citas
Bandura, A. (1989). Human Agency in Social Cognitive Theory. American Psychologist, 1175-1184.
Barandiaran, X., Di Paolo, E., & Rohde, M. (2009). Defining Agency, Individuality, Normativity, Assymetry, Normativity and Spatio Temporality in action. Adaptive Behavior Journal, in Press.
Boekaerts, M. (1999). Self-regulated learning: where we are today. International Journal of Educational Research, 445-457.
Brown, J., Miller, W., & Lawendowski, L. (1999). The Self-Regulation Questionnaire. In J. VandeCreek, Innovations in clinical practice: A source book (pp. 281-289). Sarasota, FL: Professional Resource Press.
Chang, M.-M. (2010). Effects of Self-Monitoring on Web-Based Language Learner’s Performance and Motivation. CALICO Journal, 298-310.
Cole. (2002). Children’s spontaneous control of facial expression. In J. Gross, Emotion Regulation: Affective, cognitive and social consequences (pp. 281-291). Stanford: Cambridge University Press.
Day, D., Unckless, A., Schleicher, D., & Hiller, N. (2002). Self-Monitoring Personality at Work: Meta-Analytic Investigation of Construct Validity. Journal of Applied Psychology, 390-401.
Diamond, A. (2013). Executive Functions. Annu Rev Psychol, 135-168.
Gross, J. (2002). The emerging field of emotion regulation: An integrative Review. In J. Gross, Emotion regulation: affective, cognitive and social consequences (pp. 224-237). Stanford: Cambridge University Press.
Horne. (2002). Self-regulation and Self-management is Asthma: Exploring the role of illness perceptions and treatment beliefs in explaining non-adherence to preventer medication. Psychology and Health, 17-32.
Ifert, D., & Roloff. (1997). Overcoming expressed obstacles to compliance: The role of sensitivity to the expressions of others and ability to modify self-presentation. Communication Quarterly, 55-67.
Mace, F., Belfiore, P., & Huchinson, J. (2001). Operant theory and research on self-regulation. In J. Zimmerman, & D. Schunk, Self-regulated learning and academic achievement (pp. 29-65). Mahwah: Lawrence Erlbaum Associates.
Mauss, I., Bunge, S., & Gross, J. (2007). Automatic Emotion Regulation. Social and Personality Psychology Compass 1.
Mischel, W., Shoda, Y., & Rodriguez, M. (1989). Delay of gratification in childrem. Science, 933-938.
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 422.
Parrot, W. (2002). Beyond hedonism: motives for inhibiting good moods and for mantaining bad moods. In J. Gross, Emotion regulation: Affective, cognitive, and social consequences (p. 282). Stanford: Cambridge University Press.
Pintrich, P. (2000). The role of Goal Orientation in Self-Regulated Learning. . In Boekart, Pintrich, & M. Zaidner, Handbook of Self-Regulation (pp. 452-502). San Diego: Academic Press.
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 33-40.
Snyder. (2002). On the nature of self-monitoring: Matters of assessment, matters of validity. In D. Day, A. Unckless, D. Schleicher, & N. Hiller, Self-Monitoring Personality at work: A Meta-Analytic Investigation of Construct Validity (p. 390). Journal of Applied Psychology.
Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidne, Handbook of self-regulation (pp. 13-40). San Diego, California: Academic Press.
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 299-315). New York: Routledge. In E. Panadero, & J. Alonso-Tapia, How do students self-regulate? Review of Zimmerman‟s cyclical model of self-regulated learning (p. 452). Murcia: Servicio de Publicaciones de la Universidad de Murcia.
https://scholar.google.com/citations?user=2Nf0GWoAAAAJ&hl=es 
