Promotion Of Self-Regulated Learning In Secondary Education
A Comparative Study
Keywords:
self-regulated learning, motivation, volition, metacognitionAbstract
Th is work analyzes the relationship between some variables that intervene in the promotion of self-regulated learning, such as: perceptions of the classroom structure, personal goal orientation and, volitional and metacognitive strategies of Secondary Education students, depending on the academic year, type of school and sex. A total of 604 Students, between 12 and 17 years of age, were evaluated, through standardized instruments. Results indicate that a greater number of students in their fi rst year, compared with the fourth year students, use volitional strategies. More students in private schools, compared to those in public schools, perceive a classroom performance-approach goal structure. A greater number of girls, than boys, use metacognitive strategies and strategies to enhance their self-effi cacy. Results are discussed in detail in the document.
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