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Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study presents a proposal for a method that uses a digital portfolio for developing self-regulated learning among engineering students with two main objectives: 1) to design a method for the self-regulated development of a digital portfolio and 2) to propose an instrument that allows measuring self-regulated development using a digital portfolio. The design-based research approach is applied with a case study having a sample of 137 students. Data are gathered at the beginning and at the end of a semester. As a result, seven workshops, the measurement instrument, and the case study are described. It is observed that there is an increase in medians from the beginning to the end of the semester, showing the teaching of concepts and processes necessary for self-regulated learning. In conclusion, the self-regulated method for developing a digital portfolio is a solution that allows fomenting self-regulation among students by applying planning, learning strategies, and reflective thinking. [ABSTRACT FROM AUTHOR]

In recent decades, self-regulated learning (SRL) has been a growing and fruitful field of research in educational psychology. According to an initial review of the literature, the construct, since its early appearances with a meaning similar to the current one, has been the subject of a growing number of investigations. The construct has evolved towards increasingly comprehensive conceptions, comprising cognitive, metacognitive, affective/motivational processes, as well as behaviors aimed at controlling these and environmental factors. Likewise, the construct has been differentiated from other related concepts, such as metacognition, autonomous learning, strategic learning, self-directed learning, and independent learning. Part of the current understanding of the concept is that SRL is logically subordinate to intentional learning and self-regulation, being that it is a particular case of these: only intentional learning is self-regulated, and self-regulation can fall on processes other than learning, like the emotional ones. A previous review of the literature has determined that the processes that constitute the SRL can: a) be executed before, during, and after the learning task; b) fall on cognition, motivation, affections, own behavior and the context; c) occur at a general or macro level and at the level of a specific task. On the construct, in the literature there is a variety of theoretical models, with common and complementary aspects. Most of these models conceive the construct from a complex perspective, including a variety of subjective and behavioral aspects, as well as its interaction with environmental factors. For example, there is the cyclical model (Pintrich, 2004; Zimmerman, 2013), the layer model of Boekaers (2017), the dual processing model by the same author (Boekaerts, 2011), the COPES model (conditions, operations, products, evaluation, and standards) of Winne (2017), the Metacognitive and Affective Model of Self-Regulated Learning, by Efklides (2011), and the socially shared regulation of learning by Hadwin et al. (2018). However, the complexity of the construct and its relationships with others and with external factors is not exhaustively included in any of the models. Based on this progress and this limitation of the research on the SRL, the purpose of the investigation was to analyze the theoretical, contextual, and methodological dimensions of the SRL, just as the specialized literature has addressed this construct. The inquiry consisted of a qualitative content analysis of current and relevant academic documents, using the technique of conceptual mapping. This technique, as proposed by Sergio Tobón (2013), is based on complex thinking and is made up of eight analytical axes: Notion, Categorization, Characterization, Differentiation, Classification, Linking, Methodology, and Exemplification. To this set of axes, the author of this article added a ninth axes -Causation-, aimed at analyzing the causal relationships in which the SRL participates. The article presents the results in two of the nine axes of the technique: causation and linkage. The results lead to: a) identify and describe the reciprocal influences between the SRL construct and a set of subjective variables (such as self-concept, task perception, motivation, and self-efficacy), behavioral (such as learning strategies, volitional control, and setting of the environment) and contextual (such as the type and difficulty of the task, teaching strategies); b) identify and describe the links of the SRL topic with a set of theoretical topics (such as epistemology and the learning approach), curricular topics (such as competency-based education) and social topics (such as sustainable social development). The article concludes that the SRL is in a complex network of recursive relationships, which gives empirical support to comprehensive theoretical proposals on the construct, the sociocognitive approach to learning and the relational epistemological approach, and shows the relevance of the SRL theme in the competency-based education and the promotion of sustainable social development. [ABSTRACT FROM AUTHOR]

This paper describes the results of an intervention to improve the development of skills in students studying for a degree in Social Education, and more specifically in the subject of Adult Education, by completing a learning biography of an adult learner, an iterative task that is subjected to a peer assessment process. The paper shows the didactic sequence that was designed and the results obtained in terms of the quality of the feedback provided by peers, which is a key aspect to promote peer feedback in professional situations in the future. The results show an improvement in the quality of the feedback, the students' evaluation of the peer assessment process, and the development of skills linked to the development of evaluative judgement. However they also highlight the need for criteria relating to processes and not just to tasks, as well as the need to improve the evaluative literacy of both teachers and students. [ABSTRACT FROM AUTHOR]

The research analyzes the relationship between autonomous learning and academic self-efficacy of students in the technical-professional training of the Technological Institute of a Chilean university. Two instruments were applied. The first one, the Self-Directed Learning Scale. The second, the Scale of Perceived Self-Efficacy Specific to Academic Situations. First year students of professional technical careers participated in both applications. The research is ascribed to the positivist, hypothetical-deductive paradigm. With a quantitative, descriptive-correlational approach. The results show that these students feel motivated in their learning process and consider themselves capable of selfmanaging the process. However, it is necessary to delve into the actions that the teacher may take during the teaching-learning process, which may be negatively affecting in relation to self-efficacy factors. [ABSTRACT FROM AUTHOR]

The student's academic performance reflects the development of their training process; it's common to evaluate the performance of students in various types of assessments and reflecting them in a scoring scale known as grades. From the variables with highest level of association with academic performance, performance self-efficacy and cognitive strategies stand out. We aimed to verify the relationship between these variables with structural equation modeling analysis. From PISA 2018 in Mexico a subsample of 1,258 upper secondary participants were selected. There was a direct effect of Cognitive Strategies on Academic Performance, a direct effect of Self-Efficacy in Reading on Cognitive Strategies, no direct effect on Academic Performance, and an indirect effect of Self-Efficacy in Reading over Academic Performance through Cognitive Strategies. Each country has particular characteristics within its education system, differences in the contribution that each of the variables has in the Academic Performance is proof of this, although both variables are considered important by the evidence generated, it can be observed in this Mexican subsample that, Self-Efficacy in Reading is an element that serves as a predisposition for the proper use of Cognitive Strategies, this is how Self-Efficacy manages to have an effect on the Performance. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista CIENCIA UNEMI is the property of Universidad Estatal de Milagro (UNEMI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The general goal of this work is to carry out a systematic review of the specialized literature on the evaluation and promotion of self-regulated learning (SAR), as well as the relationship between self-regulation and school learning (SRL) in students of educational programs supported by ICT. Following this research methodology, specifically the systematic review, we carried out the five steps according to Khan, Kunz, Kleijnen and Antiguo (2003): 1) Identification of the research questions; 2) Identification of relevant studies; 3) Selection of studies; 4) Comparison of data, and 5) Summary and report of results. The main actions include: search for articles in different databases, analytical readings of summaries and full texts, and comparison with the inclusion criteria to evaluate the quality of the studies. The total number of articles selected was 11. The main categories of analysis are: Self- regulated learning processes, Learning evaluation, Instruments used and Techniques to promote or support self-regulated learning. In general, it is concluded that self-regulation has a significant impact, ranging from moderate to excellent, on learning in ICT-mediated educational programs. The relationship is complex and depends on the characteristics of the student, the task, and the context. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning to learn (LtL) is a key competence that the European Commission has identified for education systems (Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning; Council Recommendation of 22 May 2018 on key competences for lifelong learning). It is usually assumed that students will already handle it well when they start university and that their use of it will improve during their university studies, but this assumption needs testing. The aim of this article is to establish the level of management of this competence as well as possible profiles of how university students use it and their relationship to academic achievement. To this end, we worked with a sample of 1,234 students from three universities in Valencia (Spain) in different study years and study areas, applying the QELtLCUS questionnaire, which evaluates the competence. We performed descriptive analyses, cluster analysis, analyses of differences, and multiple linear regression analyses. The sample subjects displayed an acceptable level of management, albeit with low scores in some important dimensions of LtL. We found two groups with two management profiles: one with a high competence level and another with a lower competence level. The students in the first group had better scores than those in the second group, with statistically significant results. We also found differences that were not statistically significant by gender, with a higher level of competence in women, with those relating to year and study area being larger. We believe that this research provides relevant data that may be of interest to researchers. It also includes guidance to help teachers work on this competence in university studies. [ABSTRACT FROM AUTHOR]

The Mexican Journal of Research in Psychology has published its Volume 15, Number 1, which includes eight articles on various psychology topics. The first article proposes a strategy for calculating sample size in scientific studies. The second article analyzes the relationship between positive psychology and information and communication technologies. The third article is a review on salivary cortisol as a stress biomarker, and the fourth article is a review on self-regulated learning studies in educational programs supported by technology. Additionally, other articles are presented that address topics such as dating violence, depression in adults with different body mass indexes, political participation of young university women, and caregiver burden in patients with chronic kidney disease. [Extracted from the article]

Online learning in higher education requires the effective promotion of autonomous learning, active commitment, and the development of digital competencies. The current article researches the relationships among these variables through a systematic review of the literature on the links among motivation, self-regulated learning, and digital competency. Following a search for articles on Web of Science and Scopus, a qualitative analysis with a thematic focus was completed. Seminal theoretical perspectives in common were observed, but few experiences addressed these dimensions in an integrated manner. The results show initial development of research on the topic in teaching contexts using educational platforms, with a recognition of the bilateral relationships between constructs, and relevant repercussions in academic performance and the willingness to learn. [ABSTRACT FROM AUTHOR]

Copyright of Revista Guillermo de Ockham is the property of Revista Cientifica Guillermo de Ockham, Universidad de San Buenaventura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of EDU REVIEW: International Education & Learning Review / Revista Internacional de Educación & Aprendizaje is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. Nursing students within their learning processes are faced with a number of summative evaluation strategies, hence the importance of using the rubric as one of the strategies in which students are active actors in the process. assessment within the framework of autonomous learning. Objective: To identify the perception of nursing students regarding the rubric as an evaluation strategy. Methodology: exploratory and descriptive qualitative study carried out in thirty-four nurses in training from a public university. The information collection was carried out through an online format with an open question, it was carried out during the month of November 2020 and they were analyzed with the IRAMUTEQ software. Results: three categories were identified: The rubric as a guide for design, the rubric as a summative evaluation method, the rubric has disadvantages. Conclution: Students consider that rubrics are important in their training because it allows them to adopt a more active role in their learning and guides them in the development of the indicated activities. However, they also identified that rubrics must be clear, simple and precise so that they are understood, thus fulfilling their substantial function. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this work was to design and validate a questionnaire aimed at students of monodic instruments, to assess the self-regulated learning of these students regarding the sessions they carry out with accompanying pianists, and to analyze their beliefs about this teaching figure. The ad hoc designed instrument was completed by 150 participants. Content tests were carried out through expert judgment and cognitive interviews. After the modifications, the instrument was applied, and subsequently, psychometric analyses and goodness-of-fit values were carried out, these indicate that it is a reliable and satisfactory instrument for measuring self-regulation of learning in this type of student. The questionnaire has been constituted with two factors: "learning habits" and "beliefs" whose items are representative of the educational reality in conservatories. The use of the instrument could be an effective means to evaluate selfregulation in this context and adopt methodological measures that improve learning. [ABSTRACT FROM AUTHOR]

The article "Psychology and Social Cognition: Latin American contributions to applied research within the framework of social cognition" presents nine articles that offer Latin American contributions to applied research in the field of social cognition. These articles are divided into three thematic blocks: Psychology and Education, Psychology and Work, and Psychology and Family. The COVID-19 pandemic has had a significant impact on these areas, generating psychosocial effects and challenges in education, work, and families. The articles use different methodologies to address these issues, such as interviews, statistical analysis, and systematic reviews of academic literature. The third block of the Costa Rican Journal of Psychology is composed of three articles that investigate the role of the family in self-regulated learning during confinement, parental interventions for linguistic-communicative development in preschoolers with Neurodevelopmental Disorders, and social participation in adult peasant women after the pandemic. The quality of the journal's content has been guaranteed by expert reviewers. [Extracted from the article]

The COVID-19 confinement caused families to face the study process at home through emergency remote teaching. The role of the family in the learning process is well known; however, historically, the greatest responsibility has been placed on the school. This study analyzed how families arranged themselves to foster self-regulated learning at home for children and adolescents in times of COVID-19. It was a descriptive correlational study, with the participation of 65 families of children and adolescents from the Biobío and Ñuble Regions, who answered a parental questionnaire on the promotion of self-regulated learning and sociodemographic questions. The findings allow inferring that when families feel capable of promoting study, they are willing to do it, use cognitive strategies, seek help when needed and that most of them evaluate their study and learning planning in a medium and/or high way. Significant differences were also found by gender, with men establishing more cognitive strategies and asking for more help than women when performing academic activities with their children and adolescents. This type of study contributes to the theoretical void evidenced in the literature on the educational role of the family during the pandemic and contributes to reflect on the strategies used by families to collaborate with the study of their children and adolescents. [ABSTRACT FROM AUTHOR]

The objective of this article is to understand the teaching practices that promoted self-regulated learning during the remote learning of the COVID-19 pandemic. An inductive qualitative method with a phenomenographic design was used. The sample consisted of thirteen teachers of engineering and basic science at a university in southern Chile. The results reveal deficiencies in teachers' conceptualizations of self-regulated learning; teachers who facilitate and hinder self-regulated learning were identified; and practices that favor the process were reported. The article concludes that teaching practices are insufficient for promoting self-regulated learning among undergraduate students in STEM, and that teachers need to be trained in self-regulation. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Orientación Educacional is the property of Universidad de Playa Ancha de Ciencias de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of TECHNO Review is the property of Eurasia Academic Publishing Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A self-regulated student is guided by task-oriented strategies, seeks to achieve his personal goals, and monitors his or her behavior in terms of his goals. This paper presents the results of a quantitative study whose purpose was to describe the components of self-regulated learning used by students in their online learning processes and to determine if there are significant differences in the way that these components are used. In this investigation, a questionnaire was applied to 306 students of online courses, and the data obtained were processed using descriptive statistics and ANOVA of one factor of repeated measures. The results showed that most of the factors and strategies of self-regulates learning are used in an acceptable way; in addition, significant differenceswere found of the motivational component and in the strategies of the behavioral and contextual component. The findings of the study provide instructional designers with information on the aspects that can be emphasizes to motivate students, which would contribute to the development of different types of skills and methods to self-regulate their learning, training that will allow them to advance more successfully through their education, regardless of the modality in which they work. [ABSTRACT FROM AUTHOR]

The aim of this research is to weigh, through documentary review, one of the fundamental aspects of musical learning: the achievement of self-regulated learning by students. To this end, the review of the Production System theory (Anderson, 1981 and 1982) is proposed, which will guide the skills acquisition process, the function of Goal Stacking, which will order the process, Motivation, as an amplifier of talent and the Metacognitive and Affective model of Efklides (2011), as an effective procedure for the acquisition of the main objective of this study. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning is defined as an active process in which different variables (cognitive strategies, metacognitive and motivation) haveto be regulated in order to achieve academic goals. The components of self-regulated learning include self-efficacy, the use of strategies, commitment to academic goals, and the ability to respond adequately to feedback. Thus, students must regulate their internal processes, their behaviour and the environment. These characteristics are also present in research on academic integrity. This study aims to describe the actions against plagiarism carried out by the teachers of the university degrees in Early Childhood Education, Primary and Social Education of the University of A Coruña in order to analyze to what extent they favour the self-regulated learning of students. 741 responses provided by the students through the response to a questionnaire using a quantitative, exploratory, descriptive and explanatory methodological approach are analysed. The results show that the student body values the performance of teachers, although it points to the need for greater coordination, as well as the requirement for less theoretical work in order to avoid academic plagiarism and regulate their behaviour towards learning. The conclusions establish the importance of teacher supervision in the performance of academic work, which should be innovative and creative, and of the feedback given to their evaluations. [ABSTRACT FROM AUTHOR]

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