Palabras clave
Autorregulación
Automonitoreo
Control
Autoeficacia
Motivación
Cómo citar
Resumen
El análisis de los procesos psicológicos involucrados en el aprendizaje, como sucede con el estudio de la metacognición y la autorregulación pasa por comprender algunos constructos de gran complejidad que en ocasiones tienen espacios fronterizos entrelazados. En este sentido, encontrar sus elementos definitorios y constitutivos resulta tan importante como interpretar sus relaciones y coincidencias entorno al desarrollo de las denominadas habilidades para el aprendizaje autónomo. En este artículo, se hace una revisión estructural de los elementos esenciales de la metacognición y la autorregulación, se analizan sus orígenes con una perspectiva correlacional, se identifican sus implicaciones en la formulación del ciclo de aprendizaje autorregulado resaltando los puntos de intersección y se finaliza con una propuesta de integración conceptual a partir de la presentación de un modelo innovador de aproximación funcional. Se espera que este análisis integrador, sirva de marco de referencia para el estudio del aprendizaje autónomo, y facilite el desarrollo de nuevas propuestas de investigación que permitan su implementación en los espacios de formación basados en el aprendizaje autónomo.
Citas
Azevedo, R., & Aleven, V. (2013). International Handbook of Metacognition and Learning Technologies (R. Azevedo & V. Aleven Eds. Vol. 28). New York Heidelberg Dordrecht London: Springer International Handbooks of Education. https://doi.org/10.1007/978-1-4419-5546-3
Azevedo, R., Moos, D., Greene, J., Winters, F., & Cromley, J. (2007). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45-72. doi: ttps://doi.org/10.1007/s11423-007-9067-0
Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological review, Vol. 84,(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1989). Social Cognitive Theory. Annals of child development, 6, 1-60.
Bromme, R., Pieschl, S., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition. Metacognition And Learning, 5(1), 7-26. doi: https://doi.org/10.1007/s11409-009-9053-5
Brown, A. (1987). Metacognition, executive control, self-regulation and other mysterious mechanisms. Metacognition, motivation and understanding( F.E. Weinert & R.H. Kluwe), 65-116.
Delmastro, A. (2010). El andamiaje metacognitivo en contextos de aprendizaje de una lengua extranjera. Didáctica. Lengua y Literatura, 22, 93-124.
Dinsmore, D., Alexander, P., & Loughlin, S. (2008). Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning.Educational Psychology Review, 20(4), 391-409. doi: https://doi.org/10.1007/s10648-008-9083-6
Flavell, J. H. (1976). Metacognitive aspects of problem solving. The nature of intelligence, pp.231-236.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. doi: https://doi.org/10.1037//0003-066X.34.10.906
Flavell, J. H., & Wellman, H. (1975). Metamemory. Paper presented at the Annual Meeting of the American Psychological Association, Chicago.
Greene, J., & Azevedo, R. (2007). A Theoretical Review of Winne and Hadwin's Model of Self-Regulated Learning: New Perspectives and Directions. https://doi.org/10.3102/003465430303953
Review of Educational Research, 77(3), 334-372. doi: https://doi.org/10.3102/003465430303953
Greene, J., & Azevedo, R. (2010). The measurement of learners' self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational Psychologist, 45((4)), 203-209. https://doi.org/10.1080/00461520.2010.515935
Greene, J., Costa, L., & Dellinger, K. (2011). Analysis of self-regulated learning processing using statistical models for count data. Metacognition & Learning,, 6, 275-301. doi: https://doi.org/10.1007/s11409-011-9078-4
Griffin, T., Wiley, J., & Salas, C. (2013). Supporting Effective Self-Regulated 2 Learning: The Critical Role of Monitoring. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (Vol. 28, pp. 19-34). New York: Springer International Handbooks of Education https://doi.org/10.1007/978-1-4419-5546-3_2
Hart, J. (1965). Memory and the feeling of knowing experience. Journal of Educational Psychology, 56(4), 208-216. doi: https://doi.org/10.1037/h0022263
Hofer, B. K. (2004). Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching. Educational Psychologist, 39(1), 43. doi: https://doi.org/10.1207/s15326985ep3901_5
Isaacson, R. M., & Fujita, F. (2006). Metacognitive Knowledge Monitoring and Self-Regulated Learning : Academic Success and Reflections on Learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39-55.
Lanz, M. (2006). Aprendizaje Autorregulado: El Lugar de la Cognición, la Metacognición y la Motivación. Estudios pedagógicos (Valdivia), 32, 121-132. doi: https://doi.org/10.4067/S0718-07052006000200007
López, O., Hederich, C., & Camargo, A. (2011). Estilo cognitivo y logro académico. Educacion y Educadores, 14(1), 67-82. https://doi.org/10.5294/edu.2011.14.1.4
Moos, D., & Azevedo, R. (2008). Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds. Computers in Human Behavior, 24(4), 1686-1706. doi: https://doi.org/10.1016/j.chb.2007.07.001
Moos, D., & Azevedo, R. (2009). Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning? Metacognition And Learning, 4(3), 197-216. doi: https://doi.org/10.1007/s11409-009-9045-5
Nelson, T., & Narens, L. (1990). Metamemory: A theoretical Framework and New Findings. The Psychology of Learning and Motivation, 26, 125-173. https://doi.org/10.1016/S0079-7421(08)60053-5
Perfect, T., & Schwartz, B. (2004). Applied Metacognition (T. Perfect & B. Schwartz Eds. Second ed.). Cambridge, United Kingdom: Cambridge University Press.
Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition And Learning, 3(1), 17-37. doi: https://doi.org/10.1007/s11409-007-9008-7
Pintrich, P. (2000a). Handbook of Self-Regulation (M. Boekaerts, P. Pintrich & M. Zeidner Eds.). San Diego, California. USA: Academic Press.
Pintrich, P. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555. doi: https://doi.org/10.1037/0022-0663.92.3.544
Pintrich, P., Boekaerts, M., & Zeidner, M. (2000). Self-Regulation. An Introductory Overview. San Diego, CA: : Academic Press. https://doi.org/10.1016/B978-012109890-2/50030-5
Pintrich, P., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. doi: https://doi.org/10.1037//0022-0663.82.1.33
Rabinowitz, M., Freeman, & Cohen. (1993). Use and maintenance of strategies: The influence of accessibility to knowledge. Journal of Educational Psychology, 84, 211-218. https://doi.org/10.1037/0022-0663.84.2.211
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66-73. doi: https://doi.org/10.1037/0022-0663.95.1.66
Vygotski, L. (1979). El desarrollo de los procesos psicológicos superiores. In Crítica (Ed.). Barcelona.
Winne, P. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8(4), 327-353. doi: https://doi.org/10.1016/S1041-6080(96)90022-9
Winne, P. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89(3), 397-410. doi: 10.1037//0022-0663.89.3.397 https://doi.org/10.1037//0022-0663.89.3.397
Winne, P. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. pp. 153-189): Mahwah, NJ: Lawrence Erlbaum.
Winne, P. (2005). A Perspective on State-of-the-art Research on Self-regulated Learning. Instructional Science, 33(5-6), 559-565. doi: https://doi.org/10.1007/s11251-005-1280-9
Winne, P., & Hadwin, A. F. (1998). Studying as self-regulated learning In J. D. In D. J. Hacker, & A. C. Graesser (Eds.), (Ed.), Metacognition in educational theory and practice (pp. 277-304): Mahwah, NJ: Erlbaum.
Winne, P., Jamieson-Noel, D., & Muis, K. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learning.. In P. M. L. M. (Eds.) (Ed.), Advances in motivation and achievement: New directions in measures and methods (Vol. Vol. 12, pp. 121-155). Greenwich, CT: JAI.
Young-Ju, J., Bong, M., & Choi, H.-J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy. Educational Technology, Research and Development, 48(2), 5-17. https://doi.org/10.1007/BF02313398
Zimmerman, B. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. doi: 10.1037//0022-0663.81.3.329 https://doi.org/10.1037//0022-0663.81.3.329
Zimmerman, B. (1990). Self Regulated learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3-17. https://doi.org/10.1207/s15326985ep2501_2
Zimmerman, B. (1995). Self-efficacy and educational development. New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511527692.009
Zimmerman, B. (1996). Enhancing student academic and health functioning: A self-regulatory perspective. School Psychology Quarterly, 11(1), 47-66. doi: https://doi.org/10.1037/h0088920
Zimmerman, B. (1998). Academic Studying and the Development of Personal Skill, A Self regulatory perspective. Educational Psychologist, 33, 73-76. https://doi.org/10.1080/00461520.1998.9653292
Zimmerman, B. (2002). Becoming Learner : Self-Regulated Overview. Theory Into Practice, 41(2). https://doi.org/10.1207/s15430421tip4102_2