Publication: Estrategias de autorregulación del aprendizaje:
contribución de la orientación de meta y la estructura de
metas del aula
Authors
Gaeta González, Martha Leticia
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Los estudiantes autorregulados muestran habilidad
para seleccionar y usar estrategias de aprendizaje
acordes a las demandas de diferentes tareas. La
orientación personal de los alumnos hacia una meta,
así como su percepción de la estructura del aula,
pueden contribuir en este sentido. Este trabajo analiza
las relaciones entre la estructura de metas del aula, la
orientación personal de meta y el uso de estrategias de
control volitivo –motivacional y emocional– y de
estrategias metacognitivas, en una muestra de
alumnos (n=105) de Educación Secundaria Obligatoria
(E.S.O.), en centros públicos y concertados, mediante
el auto–reporte. Los resultados indican que el adoptar
una orientación de meta al aprendizaje, así como hacer
uso de estrategias volitivas, predicen el uso de
estrategias metacognitivas. Además, la estructura de
metas orientada al aprendizaje influye indirectamente
en esta relación, a través de la orientación de meta.
Self-regulated learners have the ability to select and use learning strategies in accordance with the demands of different tasks. Students’ personal goal orientation, as well as their perception of the classroom structure, can greatly contribute to it. This study analyses the relationship among classroom goal structure, personal goal orientation and use of volitional –motivational and emotional– control strategies and of metacognitive strategies, within a sample of High School students (n = 105) from public and private schools using self report questionnaires. Findings reveal that, having a learning-goal orientation, along with the use of volitional strategies, predicts the use of metacognitive strategies. Moreover, a learning-goal structure has an indirect influence on this relationship through a goal orientation.
Self-regulated learners have the ability to select and use learning strategies in accordance with the demands of different tasks. Students’ personal goal orientation, as well as their perception of the classroom structure, can greatly contribute to it. This study analyses the relationship among classroom goal structure, personal goal orientation and use of volitional –motivational and emotional– control strategies and of metacognitive strategies, within a sample of High School students (n = 105) from public and private schools using self report questionnaires. Findings reveal that, having a learning-goal orientation, along with the use of volitional strategies, predicts the use of metacognitive strategies. Moreover, a learning-goal structure has an indirect influence on this relationship through a goal orientation.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 9, N. 1, 2006
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