La educación de la autorregulación en estudiantes de la Licenciatura en Educación, Pedagogía-Psicología
Article Sidebar
Main Article Content
Abstract
The education of the self-regulation is a crucial challenge in the formation of students of Licentiate in Education, Pedagogy-psychology, due to its direct impact in the development of an autonomous and emotionally balanced personality. This article pursues to meditate around strategic actions that favor the education of the self-regulation in students of the Licentiate in Education. Pedagogy-psychology in benefit of a personal development and performance ways in the professional acting. In the used methods they prevail, the analysis and the synthesis of the contemporary literature on the self-regulation. some strategic evidences are presented that favor the education of the self-regulation in students of the Licentiate in Education. Pedagogy-psychology in benefit of a personal development and performance ways in the professional acting. The discoveries emphasize the importance of incorporating the self-regulation in a systematic way in the educational processes, approaching the challenges that it faces the initial formation from a focus transdisciplinary. The conclusions reflect the necessity to integrate objectives, methods and contents that promote actions for the self-regulation, contributing to the formation of professionals with sustainable and committed competitions with the social environment.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Os autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação sob a licença Creative Commons Attribution (CC BY).
References
ÁLVAREZ, P., RECIO, P. P, MOLINA Y VASCO J. R. Métodos cooperativos o colaborativos: su pertinencia pedagógica y didáctica. Revista Varona, 64, 2017. Disponível em: https://www.redalyc.org/journal/3606/360657467004/html/.
BANDURA, A. Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), p. 1–26, 2001. Disponível em: https://doi.org/10.1146/annurev.psych.52.1.1.
BEMBENUTTY, H. Academic delay of gratification and academic achievement. New Directions for Teaching and Learning, 126, p. 55–65, 2011. Disponível em: https://doi.org/10.1002/tl.
BEN-ELIYAHU, A. Academic emotional learning: A critical component of self-regulated learning in the emotional learning cycle. Educational Psychologist, 54(1), p. 1–22, 2019. Disponível em: https://doi.org/10.1080/00461520.2019.1582345.
BISQUERRA, R. Varias obras sobre educación emocional. 1998/2003.
(Nota: El año específico de la obra citada no se menciona en el texto, por lo que se deben conservar las entradas relevantes de este autor).
BISQUERRA, R.; PÉREZ, N. Educación emocional y sus prácticas. 2007
COLLAZO, B.; PUENTES, M. Orientación y formación de valores. 1992.
DETTORI, G. Demystifying self-regulated learning. Future Learning, 2(1), p. 55–59, 2014. Disponível em: https://doi.org/10.7564/13-fule17.
FREIRE, P. Pedagogía de la autonomía. San Pablo: Paz e Terra, 2004.
GARDNER, H. Inteligencias múltiples. 1983/1995.
GOETZ, T.; NETT, U. E.; HALL, N. C. Self-regulated learning. In HALL, N. C.; GOETZ, T (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers. Bingley: Emerald Group, p. 123–166, 2013.
GOLEMAN, D. Inteligencia emocional. 1995/1996.
GUTIÉRREZ, M. Varias obras sobre inteligencia emocional en educación. 2016.
HUERTAS, J. A. Las teorías de la motivación desde el ámbito de lo cognitivo y lo social. In PALMERO, F.; MARTÍNEZ, F. (Eds.), Motivación y emoción. Madrid: McGraw Hill, 2008.
KANFER, R. Volition and self-regulation.
KAROLY, P. Mechanisms of self-regulation: A systems view. Annual Review of Psychology, 44, p. 23–52, 1993.
LLIVINA, M. La Didáctica de la Educación Superior ante los retos del siglo XXI. Editorial Educación Cubana, 2021.
MARTIN, J.; MCLELLAN, A.-M. (2008). The educational psychology of self-regulation: A conceptual and critical analysis. Studies in Philosophy and Education, 27(6), p. 433–448, 2008. Disponível em: https://doi.org/10.1007/s11217-007-9060-4.
PÁEZ, M. La Didáctica de la Educación Superior ante los retos del siglo XXI. Sello Editor Educación Cubana, 2020.
PINTRICH, P. R. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), p. 385–407, 2004. Disponível em: https://doi.org/10.1007/s10648-004-0006-x.
ROSARIO, P., PEREIRA, A., HÖGEMANN, J., NUNES, A. R., FIGUEIREDO, M., NUÑEZ, J. C., GAETA, M. L. Autorregulación del aprendizaje: Una revisión sistemática en revistas de la base SciELO. Universitas Psychologica, 13(2), p. 781–797, 2014. Disponível em: https://doi.org/10.11144/Javeriana.UPSY13-2.aars.
RYAN, R. M., KUHL, J., DECI, E. L. Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and Psychopathology, 9(4), p. 701–728, 1997. Disponível em: https://doi.org/10.1017/S0954579497001405.
VYGOTSKI, L. S. Obras sobre desarrollo psicológico y educación. 1987.
ZIMMERMAN, B. J. Attaining self-regulation: A social cognitive perspective. In: BOEKAERTS, M., PINTRICH, P. R., ZEIDNER, M. (Eds.), Handbook of self-regulation. San Diego: Academic Press, p. 13–39, 2000.
ZIMMERMAN, B. J., MARTÍNEZ-PONS, M. Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), p. 614–628, 1986. Disponível em: https://doi.org/10.3102/00028312023004614.
ZIMMERMAN, B. J., SCHUNK, D. H. Self-regulated learning and performance: An introduction and an overview. In: ZIMMERMAN, B. J., SCHUNK, D. H. (Eds.), Handbook of self-regulation of learning and performance. New York: Routledge, p. 1-12, 2011.