Year: 2009
Type: article
Abstract: Resumen: El problema abordado en este trabajo refiere al desarrollo de habilidades autorregulatorias en docentes universitarios mediante una interfase cognitiva, afectivo motivacional y conductual. Ponerla en operación requirió diseñar y validar un instrumento de eva- luación (escala autorregulatoria) y dos programas de intervención (aprendizaje y en- señanza estratégicos). El marco teórico subyacente integró fundamentos de tres modelos relacionados con aprendizaje autorregulado y estrategias de aprendizaje. En la vali- dación participaron 30 profesores de universidades privadas del norte, centro y sur del país. Los resultados no indicaron diferencias significativas intragrupo en cuanto a autovaloraciones autorregulatorias, pero sí entre grupos experimentales y control. El análisis de la ejecución mostró que los ajustes autorregulatorios demandados por las tareas instruccionales requirieron de esfuerzos superiores que impactaron el ritmo y las producciones generadas. Abstract: The problem addressed in this study refers to university professors’ development of self-regulatory skills through a cognitive, affective/motivational, and behavioral in- terface. Putting the interface into operation required designing and validating an instrument of evaluation (self-regulatory scale) and two programs of intervention (strategic teaching and learning). The underlying theoretical framework integrated fundamentals of three models related to self-regulated learning and learning strategies. The participants in the validation were thirty professors from private universities in northern, central, and southern Mexico. The results did not indicate significant intra- group differences in terms of self-regulatory self-evaluations, yet significant differences were present between the experimental and control groups. Analysis of execution showed that the self-regulatory adjustments demanded by the instructional tasks required superior efforts that influenced the pace and productions generated.
Author: Ligia Alcántara Valverde
Institution: Universidad Loyola del Pacífico
Language: Spanish
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W1926994804