Resumen

GANDA, Danielle Ribeiro  y  BORUCHOVITCH, Evely. Self-regulation of learning with higher education students: analysis of scientific production. Est. Inter. Psicol. [online]. 2019, vol.10, n.3, pp.03-25. ISSN 2236-6407.  https://doi.org/10.5433/2236-6407.2019v10n3p03.

Recent research in education has revealed high rates of failure and dropout in higher education. Scholars claim that the problem may be related to students' learning difficulties in the academic context. Self-regulation of learning is a largely investigated perspective for this potential to help students to learn better. The present study aimed to analyze the scientific production of articles on self-regulated learning intervention programs in Higher Education, published nationally and internationally, from 2004 to 2016. The results revealed the positive impact that the programs had on strengthening the capacity of learn to learn from college students. Most intervention programs were conducted in extraclass courses, with large groups of students and data collected through self-report instruments. There were a greater number of studies conducted internationally, with the predominance of teaching strategies in foreign language learning.

Palabras clave : self-regulation; higher education; scientific production.

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