Sáez-Delgado Fabiola, Mella-Norambuena Javier, López-Angulo Yaranay, Sáez Yenniffer, León-Ron Verónica
Departamento Fundamentos de la Pedagogía, Facultad de Educación, Centro de Investigación en Educación y Desarrollo (CIEDE-UCSC), Universidad Católica de la Santísima Concepción, Concepción, Chile.
Departamento de Ciencias, Universidad Técnica Federico Santa María, Concepción, Chile.
Front Psychol. 2023 Jul 19;14:1235846. doi: 10.3389/fpsyg.2023.1235846. eCollection 2023.
It has been shown that self-regulation of learning is a key variable for an adequate transition and adjustment from secondary school to tertiary education, and it is also associated with successful academic results; therefore, it is relevant to analyze its levels of development in the pre-university stage. The aim of this research was to evaluate the trajectories of self-regulation of learning in secondary school students. The method considered a longitudinal design and included a sample of 403 students from 9 to 12 grade in Chile. An instrument with adequate psychometric properties was used to measure the learning self-regulation process (disposition, performance and self-evaluation phases). The results showed that self-regulation is at suboptimal levels in its different phases ( = 4.25 to = 4.71). Linear mixed models showed: a significant effect of sex on the disposition variable in favor of females; and that the phases of disposition, performance and self-evaluation do not change over time. It is concluded that, if self-regulation of learning is not specifically trained, it does not increase during secondary school. The findings are discussed considering the possible practical implications for educational policies, research, timely intervention and impact on the quality of school and university education.
研究表明，学习的自我调节是从中学到高等教育顺利过渡和适应的关键变量，并且它还与学业成绩的成功相关；因此，分析其在大学预科阶段的发展水平具有重要意义。本研究的目的是评估中学生学习自我调节的轨迹。该方法采用纵向设计，样本包括智利403名9至12年级的学生。使用具有良好心理测量特性的工具来测量学习自我调节过程（倾向、表现和自我评价阶段）。结果表明，自我调节在其不同阶段处于次优水平（得分从4.25到4.71）。线性混合模型显示：性别对倾向变量有显著影响，女性更具优势；并且倾向、表现和自我评价阶段不会随时间变化。研究得出结论，如果不专门训练学习的自我调节，它在中学阶段不会提高。将结合对教育政策、研究、及时干预以及对中小学和大学教育质量的影响等可能的实际意义来讨论这些研究结果。
