Self-regulated Learning, the Step for Good Results

Abstract

Self-regulated learning as such has gained importance and is one of the relevant topics for research, thanks to the changes that have arisen in Educational Psychology in recent years. It is in this learning where the student develops attitudes, skills, talents, habits, skills and abilities, the activities that are presented to him in his environment and from doing so much are recorded in the memory of the individual and at any time that these are presented, the The mind is able to easily locate and associate them with the activity that is being carried out at that moment, and thus they can be remembered and applied to resolve various situations that may arise during their development. Regarding self-regulation, it should be mentioned that it is a process through which students maintain behaviors, emotions and affections oriented towards goal achievement (Schunk & Zimmerman, 1994). The self-regulation strategies used by students can adequately influence their academic performance (Pintrich, 2000; Manrique, 2004). The self-regulated student is the one who intentionally and proactively defines and decides his path to learning to learn (Monereo and Badía, 2001). Going into the subject we are talking about the mechanism by which an entity is capable of regulating itself in a voluntary, programmed and controlled manner.