Strategies for strengthening school self-regulation: a documentary review
DOI:
https://doi.org/10.56200/mried.v2i4.5308Keywords:
metacognitive, cognitive, self-regulation, intrinsic, extrinsicAbstract
In this present work, the objective was to know the strategies for the strengthening of school self-regulation as an aid to improve the performance of the student. It was built under the theoretical approach, through a collection of information supported by the documentary review technique, which was developed in three steps, the first collection was 50 scientific articles which were linked to the variants of school strategies and school self-regulation, In the second step, 25 articles were obtained after determining the coincidence with the objective of the article and finally an exclusion process was carried out based on the publication of the last five years. It was known that self-regulation as a process of self-control that the individual has can occur in the emotional, cognitive and social aspects, one must work from childhood with self-regulatory tasks, which are relevant in the family context, according to the internal and external what the child learns It is concluded that it can be indicated that self-regulation or lack of control begins from childhood, Zimmerman's cyclical model is also described, as strategies that are applied in self-regulated learning, where the student is taught to learn for a lifetime.
Downloads
Metrics
References
Aldrete Cortez, V., Carrillo Mora, P., Mansilla Olivares, A., Schnaas, L. y Esquivel Ancona, F. (2014). De la regulación emocional y cognitiva a la autorregulación en el primer año de vida. Anuario de Psicología/The UB Journal of Psychology, 44(2), 199-212. https://www.redalyc.org/pdf/970/97036175002.pdf.
Cerezo, R., Sánchez-Santillán, M., Paule-Ruiz, M. P. y Núñez, J. C. (2016). Students´ LMS interaction patterns and their relationship with achievement: A case study in higher education. Computers & Education, 96(2), 42-54. doi: 10.1016/j.compedu.2016.02.006
Chatzistamatiou, M., Dermitzaki, I., y Bagiatis, V. (2014). Self-regulatory teaching in mathematics: Relations to teachers’ motivation, affect and professional commitment. European Journal of Psychology of Education, 29(2), 295–310. https://doi.org/10.1007/s10212-013-0199-9.
Corno, L. (2001). Aprendizaje autorregulado y rendimiento académico. Perspectivas teóricas. https://doi.org/10.4324/9781410601032
Fox, N.A. y Calkins, S.D. (2003). El desarrollo del autocontrol de las emociones: Influencias intrínsecas y extrínsecas. Motivación y emoción, 27 (1), 7 26. https://doi.org/10.1023/A:1023622324898.
Geva, R. y Feldman, R. (2008). Un modelo neurobiológico de los efectos del funcionamiento temprano del tronco encefálico en el desarrollo de la regulación de la conducta y las emociones en los bebés: implicaciones para el riesgo prenatal y perinatal. The Journal of Child Psychology and Psychiatry, 49(l10), 1031- 1041. doi: 10.1111/j.1469-7610.2008.01918.x
Grossmann, T. y Johnson, M. H. (2010). Respuestas selectivas de la corteza prefrontal a la atención conjunta en la primera infancia. Guilford Press
Morasch, K. C. y Bell, M. A. (2011). The role of inhibitory control in behavioural and physiological expressions of toddler executive function. Journal of Experimental Child Psychology, 108(3), 593–606. doi: 10.1016/j.jecp.2010.07.003.
Morris, A.S., Silk, J.S., Steinberg, L., Myers, S.S. y Robinson, L.R. (2007). The role of the family context in the developmental of emotion regulation. Social Development, 16(2), 361-388. http://www.ncbi.nlm.nih.gov/pubmed/19756175.
Newman, R. S. (2008). The motivational role of adaptive help seeking in self-regulated learning. In D. H. Schunk & B. J. Zimmerman. Motivation and self-regulated learning: Theory, research, and applications (pp. 315- 338). Mahwah, NJ: Erlbaum.
Nigg, J.T. (2017). Annual Research Review: On the relations among self‐regulation, self‐control, executive functioning, effortful control, cognitive control, impulsivity, risk‐taking, and inhibition for developmental psychopathology. Journal of child psychology and psychiatry, 58(2), 361-383. doi: 10.1111/jcpp.12675.
Noghabi, M., Amirian, S., y Zareian, G. (2021). Concurrent group-dynamic assessment of intermediate EFL learners’ receptive and productive vocabulary size. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras, 36, 119–137. https://doi.org/10.30827/portalin.v0i36.15864.
Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. Lawrence Erlbaum Associates.
Panadero, E. (2011). Instructional help for self-assessment and self-regulation: Evaluation of the efficacy of self-assessment scripts vs. Rubrics. (Ph.D.), Universidad Autónoma de Madrid.
Pérez López, E., Vázquez Atochero, A., y Cambero Rivero, S. (2021). Educación a distancia en tiempos de COVID-19: Análisis desde la perspectiva de los estudiantes universitarios. RIED-Revista Iberoamericana De Educación a Distancia, 24(1), 331–350. doi.org/10.5944/ried.24.1.2785.
Perry, N.E. (2002). Introduction: Using qualitative methods to enrich understandings of self-regulated learning. Educational Psychologist, 37(1), 1-3. https://doi.org/10.1207/S15326985EP3701_1
Posso Pacheco, R., Villarreal Arias, S., Marcillo Ñacato, J., Carrera Toapanta, P., y Morales Pérez, N. (2021). Inteligencias múltiples como estrategia para la Educación Física: una intervención didáctica durante la pandemia. PODIUM - Revista de Ciencia y Tecnología en la Cultura Física, 17(1), 120 - 131. https://podium.upr.edu.cu/index.php/podium/article/view/1184
Posso, R., Lara, L., López., S. y Garcés, R. (2022). Objetivo de desarrollo sostenible acción por el clima: un aporte desde la Educación Física. Ciencia y Deporte.7(2), 34 – 45. http://www.dspace.uce.edu.ec/bitstream/25000/25953/1/22%20POSSO-LARA-LOPEZ%20OBJETIVO%20DE%20DESARROLLO.pdf
Posso, R., Barba, L., Paz, B., Pereira, M., León, X., Ortiz, N. y Noroña, L. (2022) Exclusión del ejercicio físico desde la mirada de las TIC. Unidad de Publicaciones de la UPEL IPB. https://doi.org/10.46498/upelipb.lib.0011
Posso, R., Barba, L., Paz, B., Pereira, M., León, X., Ortiz, N. y Noroña, L. (2022) Exclusión del ejercicio físico desde la mirada de las TIC. Unidad de Publicaciones de la UPEL IPB. https://doi.org/10.46498/upelipb.lib.0011
Puustinen, M. y Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286. doi: 10.1080/00313830120074206.
Reviriego, E. y Herreras, E. (2018). Funciones ejecutivas y la competencia para resolver problemas matemáticos en Educación Primaria. Cuadernos de Neuropsicología Panamerican Journal of Neuropsychology. 12(1), 42-57. https://www.cnps.cl/index.php/cnps/article/view/322/345.
Rodríguez Núñez, I., Luarte Martínez, S., Landeros, I., Ocares, G., Urízar, M., Henríquez, M.J. y Zenteno, D. (2019). Evaluación de la escala EPInfant para la auto-regulación perceptual de la intensidad del ejercicio en niños sanos. Revista Chilena de Pediatría, 90(4), 517-523. DOI: 10.32641/rchped.v90i4.880.
Rothbart, MK., Ellis, L.K. y Posner, M.I. (2004). Temperament and self-regulation. The Guilford Press.
Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L. y Posner, M. I. (2005). Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences of the United States of America, 102(41), 14931–14936.
Santos Morocho, J. L. (2019). Evaluación, diagnóstico y tratamiento psicológico en un caso de trastorno dismórfico corporal. PsiqueMag, 8(1), 117–137. https://revistas.ucv.edu.pe/index.php/psiquemag/article/view/192.
Schunk, D. H. (1982). Verbal self-regulation as a facilitator of childrens achievement and self-efficacy. Human Learning, 1(4), 265-277. https://libres.uncg.edu/ir/uncg/f/D_Schunk_Verbalization_1986.pdf
Schunk, D.H. y Zimmerman, B.J. (2003). Social origins of self-regulatory competence. Educational Psychologist, 32(2), 195-208. https://psycnet.apa.org/record/2003-04684-004
Silva, R. (2007). A la sombra de Clío. Diez ensayos sobre historia e historiografía. La Carreta Histórica.
St. John, A. M., Kao, K., Choksi, M., Liederman, J., Grieve, P.G. y Tarullo, A.R. (2016). Variación en la potencia del EEG infantil en contextos sociales y no sociales. Revista de psicología infantil experimental, 152(1), 106–122. https://doi.org/10.1016/j.jecp.2016.04.007
Valladares, E. y Posso, R. (2022). Metodología para fortalecer la dimensión salud en la clase de educación física. Una perspectiva desde ecuador. FIEP BULLETIN, 92(especial), 332-344. http://www.dspace.uce.edu.ec/bitstream/25000/25779/1/22%20POSSO%20METODOLOGIA%20PARA%20FORTALECER.pdf
Vásquez Moreno, A., Carrizal Alonso, A., Benitez Leal, F. y Gayosso Mexia. (2022). Habilidades emocionales tras la pandemia: Un reto en las aulas. S. Libro de Salud Mental de la Escuela Superior de Atotonilco de Tula, 12 (2), 6 - 11. https://www.researchgate.net/publication/365471044
Whedon, M., Perry, M. A., Calkins, S. D. y Bell, M. A. (2016). Changes in frontal EEG coherence across infancy predict cognitive abilities at age 3: The mediating role of attentional control. Developmental Psychology, 52(9), 1341–1352. 10.1037/dev0000149
Winne, P. H., y Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. In D. Hacker. Metacognition in educational theory and practice, (pp. 277-304). Hillsdale, NJ: Erlbaum.
Wolters, C. A. (2003a). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205. doi: 10.1207/S15326985EP3804_1
Wolters, C. A. (2003b). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179-187. doi: 10.1037/0022-0663.95.1.179.
Zimmerman, B. J. (2011). Motivational sources and outcomes of selfregulated learning and performance. In B. J. Zimmerman & D. H. Schunk. Handbook of self-regulation of learning and performance, 40(2), 49- 64. Routledge.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. doi: 10.1080/00461520.2013.794676.
Zimmerman, B. J. y Moylan, A. R. (2009). Autorregulación: Donde la metacognición y la motivación se cruzan. En D. J. Hacker, J. Dunlosky & A. C. Graesser. (Eds.). Manual de Metacognición en Educación (pp. 299- 315). Routledge. https://doi.org/10.4324/9780203876428.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 MENTOR revista de investigación educativa deportiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
+593987341121 Email: rjposso@revistamentor.ec
