Programs to promote self-regulated learning in different educational stages

Self-regulated learning in recent decades has become a focus of common interest between researchers and educators. That interest lies in understanding that the student must be the main actor in the study process and in the need to train students to be able to build their learning autonomously. Many students put in place strategies to achieve good academic results, but other students do not use adequate learning strategies to achieve satisfactory academic results, showing deficits in the different motivational, behavioral, cognitive and metacognitive strategies. In this chapter we present a series of programs to promote the skills of self-regulation among learning students from elementary education to university. We use a common framework based on the socio-cognitive model of selfregulated learning and an inductive methodology through narratives. The results observed so far show how these tools, regardless the educational stage, favor an improvement in the motivational and strategic level among the students who work with them.
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info:eu-repo/semantics/publishedVersion