MENSAJES DE AUTORREGULACIÓN DEL APRENDIZAJE EN ESTUDIANTES DEL GRADO NOVENO DEL COLEGIO CUNDINAMARCA IED EN BOGOTÁ
Open Access
- 2 July 2021
- journal article
- research article
- Published by Institucion Universitaria Politecnico Grancolombiano in Panorama
- Vol. 15 (29), 67-81
- https://doi.org/10.15765/pnrm.v15i29.1724
Abstract
The purpose of this study was to analyze the psychometric qualities of the Self-Regulatory Messages Questionnaire (CMA) in 40 ninth-grade students of the Colegio Cundinamarca IED in the city of Bogotá. It was adopted by a quantitative non-experimental design that sought to observe the phenomenon of self-regulation of learning in its natural context. The main findings revealed the existence of a significant correlation between performance and control of emotions. This allowed us to recognize that students with low emotional self-regulation are associated with high indicators of failure in tasks and activities and that activities that usually generate negative effects on the emotions of individuals tend to lead to systematic avoidance. El propósito de este estudio fue analizar las cualidades psicométricas del Cuestionario de Mensajes Autorregulatorios (CMA) en 40 estudiantes del grado noveno del Colegio Cundinamarca IED en la ciudad de Bogotá. Se adoptó por un diseño no experimental cuantitativo que pretendió observar el fenómeno de la autorregulación del aprendizaje en su contexto natural. Los principales hallazgos revelaron la existencia de una correlación significativa entre el desempeño y el control de las emociones. Esto permitió reconocer que los estudiantes con una baja autorregulación emocional están asociados a altos indicadores de fracaso en tareas y actividades y que las actividades que suelen generar efectos negativos en las emociones de los individuos suelen desembocar en una sistemática evitación.Keywords
This publication has 10 references indexed in Scilit:
- Fostering self-regulated learning in higher education: Making self-regulation visibleActive Learning in Higher Education, 2020
- El Proceso de Implementación de Analíticas de AprendizajeRIED-Revista Iberoamericana de Educación a Distancia, 2020
- Aprendiendo del tiempo de la COVID-19Revista Electrónica Educare, 2020
- CONSTRUCCIÓN DE CONTENIDOS PARA LA ENSEÑANZA VIRTUAL: RETOS COYUNTURALES EN EL CONFINAMIENTOPanorama, 2020
- What would you demand beyond mathematics? Teachers’ promotion of students’ self-regulated learning and metacognitionZDM, 2019
- Teacher beliefs, knowledge, and practice of self-regulated learningMetacognition and Learning, 2014
- What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.Journal of Educational Psychology, 2014
- Family background and academic achievement: does self-efficacy mediate outcomes?Social Psychology of Education, 2010
- Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school levelMetacognition and Learning, 2008
- Patterns of self‐regulatory strategy use among low‐achieving and high‐achieving university studentsRoeper Review, 2006