Citas bibligráficas
Lastres, A., (2022). Estado del arte sobre las teorías contemporáneas que sustentan la importancia de la autorregulación del aprendizaje [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/23388
Lastres, A., Estado del arte sobre las teorías contemporáneas que sustentan la importancia de la autorregulación del aprendizaje []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/23388
@misc{renati/22107,
title = "Estado del arte sobre las teorías contemporáneas que sustentan la importancia de la autorregulación del aprendizaje",
author = "Lastres Limache, Annie Angie",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
The present investigation is carried out in order to describe the most significant contributions of three contemporary theories that explain the self-regulation process in learning. The information is obtained on the phases of the self-regulatory process and the factors that intervene in this process according to the theory of information processing, socio-cognitive and socio-constructivist. This is a documentary study based on the compilation, coherent processing and systematization of the information (Tancara, 1993) obtained in handbooks, book chapters, magazines and virtual and physical articles. The inquiry presents information on the factors that influence selfregulation and the self-regulation processes proposed in the theories. Thus, among the main reflections we can highlight the importance of the conscious development of learning strategies in students and the importance that, as teachers, we rethink our practice to the development of self-regulation in our students.
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