Programas de entrenamiento para promover la autorregulación del aprendizaje en estudiantes universitarios: una revisión sistemática
DOI:
https://doi.org/10.22201/iisue.20072872e.2024.44.1898Palabras clave:
educación superior, aprendizaje autorregulado, estrategias cognitivas, metacognición, motivaciónResumen
En este artículo se realizó una revisión sistemática de investigaciones publicadas entre 2019 y 2023 en tres bases de datos indexadas. El objetivo fue caracterizar las investigaciones empíricas sobre programas de entrenamiento para promover la autorregulación del aprendizaje en estudiantes universitarios. Se utilizó el método PRISMA, que resultó en 41 artículos seleccionados de 445 textos examinados. Se evidencia escasa implementación de programas de intervención a nivel sudamericano, una gran diversidad de instrumentos de medición y un bajo reporte del tamaño del efecto de la intervención.
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