Autorregulación del aprendizaje en estudiantes chilenos de educación primaria: validación de un instrumento y diferencias por sexo y grado
DOI
10.22550/2174-0909.4057
Abstract
Self-regulated learning has been widely praised as a key competence for initiating and maintaining lifelong learning. However, despite its recognised value, the literature shows that it is still insufficiently rooted in schools and that students do not develop it automatically. The aim of this study was to validate an instrument for measuring self-regulation of learning in primary school students and to analyse differences in students’ self-regulation of learning processes by sex and grade. The method was developed from a positivist paradigm and a quantitative approach.
The sample consisted of 514 students from third to eighth grade of primary school in Chile. The results showed that the instrument has an acceptable structure [χ2/df = 3.55, p self-regulation of study and learning and self-efficacy for disposition to study variables, where women displayed higher levels than men. Also, in the strategies for disposition to study and self-efficacy for disposition to study variables, at the seventh and fourth grade levels, with the latter having higher levels. The discussion presents the potential practical implications, possibilities for research directed at timely intervention, and the impact on the quality of school education. It is concluded that girls have better self-regulation than boys, that self-regulation levels are suboptimal, and that self-regulation does not increase during the primary school years without intentional training.
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Citación recomendada | Recommended citation
Sáez-Delgado, F., Mella-Norambuena, J., Bizama, M., & Gatica. J. (2024). Selfregulation of learning in Chilean primary school students: Validation of an instrument and differences by sex and grade [Autorregulación del aprendizaje en estudiantes chilenos de educación primaria: validación de un instrumento y diferencias por sexo y grado]. Revista Española de Pedagogía, 82 (288), 311-333. https://doi.org/10.22550/2174-0909.4057
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Palabras clave | Keywords
self-regulation of learning, primary education, public schools, quantitative approach
