¿Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje

Autores/as

  • Ernesto Panadero University of Oulu
  • Jesús Alonso-Tapia Universidad Autónoma de madrid
DOI: https://doi.org/10.6018/analesps.30.2.167221
Palabras clave: Autorregulación, Modelo autorregulación, Estrategias de aprendizaje, Motivación, Volición, Autoeficacia, Autoevaluación, Atribuciones,

Resumen

El uso de las estrategias de aprendizaje explica de forma crucial los resultados académicos de los alumnos. Un buen uso de estas estrategias permite un aprendizaje profundo y transferible. Los modelos de autorregulación se basan en teorías holísticas y comprehensivas sobre las estrategias de aprendizaje. En este trabajo se analiza el modelo de Zimmerman (2003; Zimmerman y Moylan, 2009), detallando los diferentes procesos recogidos en el modelo con ejemplos para ayudar a su visualización. El modelo de Zimmerman es uno de los más extendidos en la literatura científica en el campo siendo ampliamente reconocido por los especialistas en el campo. El trabajo de Zimmerman parte una base socio-cognitiva, con especial cobertura de las influencias mutuas entre motivación y autorregulación. En este trabajo también se añaden críticas al modelo para ampliar el enfoque y cobertura del mismo. Principalmente se añaden ideas de los modelos propuestas por Boekaerts (1999), Kuhl (1994) y Winne (Winne y Hadwin, 1998).

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Citas

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Publicado
07-04-2014
Cómo citar
Panadero, E., & Alonso-Tapia, J. (2014). ¿Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje. Anales De Psicología / Annals of Psychology, 30(2), 450-462. https://doi.org/10.6018/analesps.30.2.167221
Número
Sección
Psicología evolutiva y de la educación