Academic self-regulation as an explanatory variable of university learning processes

Resumen

This article addresses academic self-regulation, currently a central issue to be considered at different stages of education, and especially at the university stage. According to the parameters included in the European Higher Education Area, university education should enable students to function in a knowledge society and meet the challenges of future employment in relation to lifelong learning. In this regard, with the intention of contributing to the development of the competence of “learning to learn” in university students, this paper presents a theoretical review necessary for the development of such competences. It presents aspects of the construct of academic self-regulation (concept, dimensions and phases), self-regulated learner characteristics, the keys to educational practice for the development of these and, finally, the instruments associated with its evaluation or measurement.