Aprendizaje autorregulado en alumnos de educación básica: El impacto de la planificación de la gestión del tiempo y la procrastinación
DOI:
https://doi.org/10.30827/relieve.v31i2.33497Palabras clave:
aprendizaje autorregulado, planificación de la gestión del tiempo, procrastinación, alumnos, escuelaResumen
El aprendizaje autorregulado es crucial para el éxito académico, ya que implica la capacidad de los alumnos para planificar, gestionar su tiempo y controlar la procrastinación. Este estudio tiene como objetivo analizar la influencia de la gestión del tiempo académico y de la procrastinación en el aprendizaje autorregulado de los alumnos en el contexto portugués. En el estudio participaron un total de 690 alumnos (Medad= 12,9) de educación básica (tercer ciclo) de escuelas públicas. Se administraron cuestionarios para evaluar las percepciones sobre el aprendizaje autorregulado, la planificación de la gestión del tiempo académico y la procrastinación. Se utilizaron modelos de ecuaciones estructurales. Los principales resultados mostraron que una mejor planificación de la gestión del tiempo académico se correlaciona con una mejora del aprendizaje autorregulado. A su vez, la procrastinación se asocia con una menor capacidad de aprendizaje autorregulado. Los resultados del estudio destacan la importancia de comprender mejor los factores que inciden en el aprendizaje autorregulado de los alumnos para optimizar la instrucción y ayudarlos a convertirse en estudiantes más capaces e independientes. Por último, se esbozan orientaciones para facilitar el aprendizaje autorregulado en el entorno educativo.
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Derechos de autor 2025 Sabina Valente, Abílio Afonso Lourenço, Maria Olímpia Paiva , Sergio Dominguez-Lara, Hugo Oliveira, Luísa Carvalho , Fernando Rebola
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