Autorregulación del aprendizaje en centros educativos de Granada donde se utilizan las tecnologías de la información y la comunicación

• Main Authors: Sonia Rodríguez Fernández, Purificación Salmerón Vílchez
• Format: Article
• Language: English
• Published: Universidad de Granada 2017-03-01
• Series: ReiDoCrea
• Subjects: Self-regulation
• Online Access: https://www.ugr.es/~reidocrea/6-13.pdf

Abstract: The objective of this article is to analyze the application of self-regulated learning strategies in the learning process of students before, during and after finishing a task, the perception that the teachers have about the students' use of these strategies and the relation between both their opinions in educational contexts where TIC are applied. The study is based on the theory proposed by Pintrich (2000) about self-regulated learning. The statistics were obtained by way of individual questionnaires given to 332 students from the 5th and 6th grades and a record of observations made by 18 teachers from these same grades in 7 elementary schools in the city of Granada, Spain. Based on the results, one can conclude that the emotional/affective learning strategies are the most used by the students and that there is considerable agreement between the opinions of students and teachers.