Referentes para la orientación del aprendizaje desde la perspectiva del aprendizaje autorregulado

ABSTRACTThe concept of self-regulated learning has emerged during the last years generating an investigationline which tries to join the knowlege and investigation on cognitive, affective-motivational and learning environment variables. This construct, althought being under a process of definition and explanation, can provide a good theoretical basis for the understanding and evaluation of students learning process. In this way, we try to underline the main features which in the near future will lead us to theelaboration of resources for its evaluation. Thus, in this work we present its main characteristics, components, current investigation lines and instruments near its evaluation. All in all, we try to help stu-dents development, in educational centres, of what traditionally has been called "learning to learn".RESUMENDurante los últimos años ha surgido el concepto de Aprendizaje Autorregulado (AAR) generando una línea de investigación que pretende aunar los conocimientos y experiencia existentes en relación con las variables cognitivas, afectivo-motivacionales y del entorno de aprendizaje" Dicho constructo, pese a estar todavía en proceso de definición y explicación, puede proporcionar una buena base teórica para la comprensión y evaluación del proceso de aprendizaje de los estudiantes" En este sentido, pretendemos destacar los grandes rasgos que van a conducir en el futuro a la elaboración de recursos dirigidos a su evaluación" Así, en este trabajo presentamos sus principales características, componentes, líneas actuales de investigación e instrumentos que se sitúan próximos a su evaluación" Con todo ello, se pretende ayudar al desarrollo de los estudiantes, desde los centros educativos, en lo que tradicionalmente se ha venido denominando como "aprender a aprender."ABSTRACTThe concept of self-regulated learning has emerged during the last years generating an investigationline which tries to join the knowlege and investigation on cognitive, affective-motivational and learning environment variables. This construct, althought being under a process of definition and explanation, can provide a good theoretical basis for the understanding and evaluation of students learning process. In this way, we try to underline the main features which in the near future will lead us to theelaboration of resources for its evaluation. Thus, in this work we present its main characteristics, components, current investigation lines and instruments near its evaluation. All in all, we try to help stu-dents development, in educational centres, of what traditionally has been called "learning to learn"