Influencia de las estrategias volitivas en la autorregulación del aprendizaje

Abstract

In self-regulated learning, besides using cognitive and metacognitive strategies (i.e. planning, self-control, self-evaluation), students', use of volitional control strategies is essential to protect their motivation to start a task, maintain their effort and complete it (Schallert, Reed, and Turner, 2004). Volition strategies help students to keep their concentration and direct their effort when faced with personal or environmental distractions (Corno, 1993). Therefore, our intention in this paper is to present some theoretical considirations about volitional strategies and their influence on the self-regulation of learning, as well as various findings obtained through applied investigation in academic environments.