Aprendizaje autorregulado. Factores subjetivos, conductuales y del contexto. Cartografía conceptual, parte III.

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]