Aprendizaje autorregulado para aprender a aprender en la formación universitaria
DOI:
https://doi.org/10.37467/revhuman.v21.5058Palavras-chave:
Autorregulación, Aprendizaje, Metacognición, Universidad, Educación, Socioemocional, Base de datosResumo
Los desafiantes cambios han impactado el aprendizaje, creando la necesidad de nuevas formas de aprender, como el aprendizaje autorregulado. Este enfoque facilita el desarrollo de competencias al fomentar la metacognición y el aprender a aprender. El objetivo de este estudio fue analizar investigaciones sobre el tema para extraer sus contribuciones. Se utilizó una revisión sistemática cualitativa, realizando búsquedas de artículos en Scopus, WOS y PubMed, tanto en inglés como en español, y se seleccionaron 30 documentos. Se evidenció que el aprendizaje autorregulado contribuye de manera integral y significativa al logro de competencias, analizado a través de sus dimensiones cognitiva, metacognitiva, afectivo-emocional, relacional-social y ética.
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