UN MARCO TEÓRICO PARA LA INVESTIGACIÓN DE LA AUTORREGULACIÓN ACADÉMICA Y SU ANDAMIAJE
Resumo
Con soporte en una revisión de la literatura de enfoque sociocognitivo, se presentan propuestas conceptuales y teóricas sustantivas para la investigación de la autorregulación académica y su andamiaje en entornos digitales. La primera parte discute la relación entre los constructos metacognición, autorregulación y aprendizaje autorregulado, de acuerdo con propuestas dadas desde el enfoque de la psicología educativa; trata el tema de los objetos de la autorregulación; y exponen las fases y estrategias del aprendizaje autorregulado, contempladas en un modelo cíclico del proceso autorregulatorio. La segunda parte, sintetiza propuestas conceptuales y procedimentales referentes al andamiaje a la autorregulación académica, poniendo especial atención al que puede brindarse en entornos digitales y, más particularmente, al ofrecido en foros virtuales de discusión.
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