Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática

Páginas 35-56.

Autores:

Tipo de recurso:: article

Fecha de publicación:: 2017

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.none.fl_str_mv	Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática Effect of training in self-regulation for learning mathematics
title	Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática
spellingShingle	Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática Sanabria Rodríguez, Luis Bayardo Enseñanza con ayuda de computadores Procesamiento electrónico de datos en la educación Educación superior - Investigaciones Innovaciones educativas - Investigaciones Formación profesional de maestros Educación virtual Innovaciones educativas Aprendizaje Rendimiento académico Autonomía educativa Apoyo pedagógico Tecnologías de la información
title_short	Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática
title_full	Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática
title_fullStr	Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática
title_full_unstemmed	Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática
title_sort	Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática
dc.creator.none.fl_str_mv	Sanabria Rodríguez, Luis Bayardo Valencia Vallejo, Nilson Genaro Ibáñez Ibáñez, Jaime
author	Sanabria Rodríguez, Luis Bayardo
author_facet	Sanabria Rodríguez, Luis Bayardo Valencia Vallejo, Nilson Genaro Ibáñez Ibáñez, Jaime
author_role	author
author2	Valencia Vallejo, Nilson Genaro Ibáñez Ibáñez, Jaime
author2_role	author author
dc.contributor.none.fl_str_mv	Universidad Pedagógica Nacional (Bogotá, Colombia)
dc.subject.none.fl_str_mv	Enseñanza con ayuda de computadores Procesamiento electrónico de datos en la educación Educación superior - Investigaciones Innovaciones educativas - Investigaciones Formación profesional de maestros Educación virtual Innovaciones educativas Aprendizaje Rendimiento académico Autonomía educativa Apoyo pedagógico Tecnologías de la información
topic	Enseñanza con ayuda de computadores Procesamiento electrónico de datos en la educación Educación superior - Investigaciones Innovaciones educativas - Investigaciones Formación profesional de maestros Educación virtual Innovaciones educativas Aprendizaje Rendimiento académico Autonomía educativa Apoyo pedagógico Tecnologías de la información
description	Páginas 35-56.
publishDate	2017
dc.date.none.fl_str_mv	2017-08-01T21:24:07Z 2017-08-01T21:24:07Z 2017-06-03
dc.type.none.fl_str_mv	Artículo de revista http://purl.org/coar/resource_type/c_6501 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text https://purl.org/redcol/resource_type/ART http://purl.org/coar/version/c_970fb48d4fbd8a85
format	article
status_str	publishedVersion
dc.identifier.none.fl_str_mv	Sanabria Rodríguez, L. B., Valencia Vallejo, N. G. y Ibáñez Ibáñez, J. Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática. Revista Praxis & Saber, 8(16), 35-56. https://doi.org/10.19053/22160159.v8.n16.2017.6167. 2216-0159 2462-8603 https://doi.org/10.19053/22160159.v8.n16.2017.6167 10.19053/22160159.v8.n16.2017.6167
identifier_str_mv	Sanabria Rodríguez, L. B., Valencia Vallejo, N. G. y Ibáñez Ibáñez, J. Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática. Revista Praxis & Saber, 8(16), 35-56. https://doi.org/10.19053/22160159.v8.n16.2017.6167. 2216-0159 2462-8603 10.19053/22160159.v8.n16.2017.6167
url	https://doi.org/10.19053/22160159.v8.n16.2017.6167
dc.language.none.fl_str_mv	spa
language	spa
dc.relation.none.fl_str_mv	AZEVEDO, R. (2008). “The role of self-Regulation Learning about Science with Hypermedia”. En Robinson, D. & Schraw, G. (Eds.), Recent Innovations in Educational Technology that Facilitate Students Learning (pp. 127- 156). USA: Information Age Publishing AZEVEDO, R. (2005). “Computer Environments as Metacognitive Tools for Enhancing Learning”. Educational Psychologist, 40(4), 193-197. doi: 10.1207/s15326985ep4004_1. AZEVEDO, R., Cromley, J., Winters, F., Moos, D., & Greene, J. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381-412. Recuperado de: http://link.springer.com/article/10.1007/s11251-005-1273-8 BANDURA, A. (1986). Social Foundations of Thought and Action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. BANDURA, A. (1991). Social Cognitive Theory of Self-Regulation. Organizacion Behavior and Human Decision Processes, 50, 248-287. doi: 10.1016/0749-5978(91)90022-L BERNACKI, M., AGUILAR, A., & BYRNES, P. (2010). Self-Regulated Learning and Technology-Enhanced Learning Environments: An Opportunity-Propensity Analysis. En Dettori, G. & Persico, D. (Eds.), Fostering Self-Regulated Learning through ICT (pp. 1-26). Hershey, PA: Information Science Reference Published. BIGGS, J., & TANG, C. (2007). Teaching for Quality Learning at University. Maidenhead: Open University Press BJORK, R., DUNLOSKY, J., & KORNELL, N. (2013). “Self-regulated learning: beliefs, techniques, and illusions”. EN: Annual Review of Psychology, 64, 417–444. doi:10.1146/annurev-psych-113011-143823 CAMPBELL, D. & STANLEY, J. (1995). Diseños experimentales y Cuasiexperimentales en la Investigación Social. Buenos Aires, A: Amorrortu Editores. CHEN, M. (1995). “A methodology for characterizing computer-based learning environments”. Instructional Science, 23, 183-220. doi: 10.1007/ BF00890451 CHOI, I., LAND, S. & TURGEON, A. (2005). “Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion”. Instructional Science, 33(5-6), 483-511. doi: 10.1007/s11251-005-1277-4. DABBAGH, N. & KITSANTAS, A. (2005). “Using web-based pedagogical tools as scaffolds for self-regulated learning”. Instructional Science, 33, 513-540. doi: 10.1007/s11251-005-1278-3 ELLIS, C. & FOLLEY, S. (2011). “Using Student Assessment Choice and eAssessment to Achieve Self-Regulated Learning”. En: Dettori, G. & Persico, D. (Eds.), Fostering Self-Regulated Learning through ICT (pp. 89-104). Hershey, PA: Information Science Reference. FLAVELL, J. (1976). “Metacognitive aspects of problem solving”. En: Resnick, I. (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Erlbaum. GRAVILL, J., & COMPEAU, D. (2008). “Self-regulated learning strategies and software training”. Information & Management, 45, 288-296. doi: 10.1016/j.im.2008.03.001 HACKER, D. (1998). “Definitions and Empirical Foundations”. En: Hacker, D., Dunlosky, J. & Graesser, A. (Eds.), Metacognition in educational theory and practice (pp. 165-192). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc HADWIN, A., WOZNEY, L. & PONTIN, O. (2005). “Scaffolding the appropriation of selfregulatory activity: A socio-cultural analysis of changes in student-teacher discourse about a graduate research portfolio”. Instructional Science, 33(5-6), 413-450. Recuperado de http://link. springer.com/article/10.1007/s11251-005-1274-7 HOFER, B., YU, S. & PINTRICH, P. (1998). “Teaching College Students to be Self-Regulated Learners”. En: Schunk, D. & Zimmerman, B. (Eds.), SelfRegulated Learning: From Teaching to Self-Reflective Practice (pp. 57-85). New York, NY: The Guilford Press. HU, H., & DRISCOLL, M. (2013). “Self-Regulation in e-Learning environments: A remedy for community college”. Educational Technology and Society, 16(4), 171–184. Recuperado de http://www.ifets.info/journals/16_4/14.pdf KRAMARSKI, B. (2011). “Assessing self-regulation development through sharing feedback in online mathematical problema solving discussion”. En: Dettori, G. & Persico, D. (Eds.), Fostering self-Regulated Learning through ICT (pp. 232-247). Hersey, PA: Information Science Reference. LAJOIE, S., & AZEVEDO, R. (2006). “Teaching and learning in technologyrich environments”. En: Alexander, P. & Winne P. (Eds.), Handbook of educational psychology. (2da ed.) (pp. 803-821). Mahwah, NJ: Erlbaum. LOCKE, E., & LANTHAM, G. (1985). The application of goal setting to sports. Journal of Sport Psychology, 7(3), 205-222. Recuperado de: http://fitnessforlife.org/AcuCustom/Sitename/Documents/ DocumentItem/8790.pdf LÓPEZ, O., HEDERICH, C., & CAMARGO, A. (2012). “Logro de aprendizaje en ambientes hipermediales: Andamiaje autorregulador y estilo cognitivo”. Revista Latinoamericana de Psicología, 44(2), 13–25. doi:10.14349/rlp. v44i2.1028 MALDONADO, L., FONSECA, O., IBÁÑEZ, J., MACÍAS, D., ORTEGA, N., RUBIO, M. & SANABRIA, L. (1999). Metacognición y Razonamiento Espacial en Juegos de Computador. Bogotá, Colombia: Universidad Pedagógica Nacional. MELVARECH Z. & KRAMARSKI, B. (1997). “IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms”. American Educational Research Journal, 34, 365-394. doi: 10.3102/00028312034002365 NELSON, T. O., & NARENS, L. (1990). “Metamemory: A theoretical framework and new findings”. The psychology of learning and motivation, 26, 125- 141.Recuperado de: https://www.researchgate.net/profile/Louis_Narens/ publication/239059304_Metamemory_A_theoretical_framework_and_ new_findings/links/0c96053c5e047895af000000.pdf PINTRICH, P. (2000). “The role of goal orientation in self-regulated learning”. En: Boekaerts, M., Pintrich, P. & Zeidner, M. (Eds.), Handbook of SelfRegulation (pp. 451-502). San Diego, CA: Academic Press. PINTRICH, P., SMISTH, D., GARCÍA, T., & MCKEACHIE, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Technical Report No. 91-B-004). Recuperado de http://files.eric. ed.gov/fulltext/ED338122.pdf SCHOLL, P., BASTIAN F., BENZ, B., BOHNSTEDT, D., RENSING, C., SCHMITZ, B., & STEINMETZ, R. (2009). “Implementation and Evaluation of a Tool for Setting Goals in Self-Regulated Learning with Web Resources”. En: Cress, U., Dimitrova, V. & Specht M. (Eds.), Learning in the synergy of multiple disciplines (pp. 521–534). Verlag Berlin Heidelberg: Springer SCHUNK, D. (1996). “Goal and self-evaluative influences during children’s cognitive skills learning”. American Education Research Journal, 33, 359- 382. doi: 10.3102/00028312033002359 SCHUNK, D., & ZIMMERMAN, B. (1998). Self-regulated learning: From teaching to self-reflective practice. Guilford Press STOEGER, H., & ZIEGLER, A. (2008). “Evaluation of a classroom based training to improve self-regulated learning in time management tasks during homework activities with fourth graders”. Metacognition and Learning, 3(3), 207–230. doi.org/10.1007/s11409-008-9027-z WHIPP, J., & CHIARELLI, S. (2004). “Self-regulation in a Web-based course: A case study”. Educational Technology Research and Development, 52(4), 5-22. doi: 10.1007/BF02504714 WINNE, P. (1996). “A Metacognitive View of Individual Differences in SelfRegulated Learning”. Learning and Individual Differences, 8(4), 327-353. doi: 10.1016/S1041-6080(96)90022-9 WINNE, P., & HADWIN, A. (1997). “Studying as self-regulated learning”. En: Hacker, D. & Graesser, A. (Eds.), Metacognition in Educational Theory and Practice (pp. 279-306). Hillsdale, NJ: Erlbaum. WOOD, D., BRUNER, J., & ROSS, G. (1976). “The role of tutoring in problem solving”. Journal of Child Psychiatry and Psychology, 17, 89-100. doi: 10.1111/j.1469-7610.1976.tb00381.x ZIMMERMAN, B. (2000). “Attaining self-regulation: A social cognitive perspective”. En: Boekaerts, M., Pintrich, P. & Zeidner, M. (Eds.), Handbook of Self-Regulation (pp. 13-39). San Diego, CA: Academic Press. ZIMMERMAN, B. (1998). “Academic studying and the development of personal skill: a self-regulatory perspective”. Educational Psychologist, 33(2-3), 73- 86. doi: 10.1207/s15326985ep3302&3_3 ZIMMERMAN, B., & SCHUNK, D. (2001). “Reflections on theories of selfregulated learning and academic achievement”. En: Zimmerman, B., & Schunk, D. (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives, (pp. 273-292). NJ: Lawrence Erlbaum Associates, Inc. ZIMMERMAN, B., & SCHUNK, D. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. NY: Springer Science & Business Media ZIMMERMAN, B., & TSIKALAS, K. (2005). “¿Can Computer-Based Learning Environments (CBLEs) be used as self-regulatory tools to enhance learning?” Educational Psychologist, 40(4), 267-271. doi: 10.1207/ s15326985ep4004_8 56 16 35 8 Praxis & Saber Revista Praxis & Saber;Vol. 8, núm 16 (2017) https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/6167/5249
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spelling	Efecto del entrenamiento en autorregulación para el aprendizaje de la matemáticaEffect of training in self-regulation for learning mathematicsSanabria Rodríguez, Luis BayardoValencia Vallejo, Nilson GenaroIbáñez Ibáñez, JaimeEnseñanza con ayuda de computadoresProcesamiento electrónico de datos en la educaciónEducación superior - InvestigacionesInnovaciones educativas - InvestigacionesFormación profesional de maestrosEducación virtualInnovaciones educativasAprendizajeRendimiento académicoAutonomía educativaApoyo pedagógicoTecnologías de la informaciónPáginas 35-56.Este documento evidencia la necesidad de incorporar una estrategia pedagógica en un ambiente B-learning que sirve como un tipo de andamiaje para el desarrollo de la capacidad autorreguladora, en función de mejorar el rendimiento académico de las matemáticas. El interés de abordar esta problemática estuvo dirigido a observar el efecto de entrenar a los estudiantes con el sistema de autorregulación, incorporado en un ambiente B-learning, sobre el rendimiento académico. Para ello, se exploró la interacción entre el ambiente pedagógico (variable independiente), el rendimiento académico y la capacidad autorreguladora. Participaron 56 estudiantes, hombres y mujeres de primer semestre que cursaban un taller de mejoramiento de matemática básica. El tratamiento de los datos se realizó a partir de un análisis ANCOVA. Los resultados mostraron de manera consistente que el entrenamiento en autorregulación afecta positivamente el aprendizaje de los estudiantes y como consecuencia, el mejoramiento del rendimiento académico.This document evidences the need of incorporating a pedagogical strategy in a B-learning environment which works as a framework for the development of the self-regulation capacity in accordance with the academic performance of mathematics. The interest of creating approach to this problem is to observe the effect of training students with the self-regulation system which is incorporated in a B-learning environment. To achieve this, the interaction among pedagogical environment (independent variable), academic Performance, and self-regulation were explored. 56 students participated, men and women of the first semester who were attending a basic mathematics improvement workshop. The data were developed based on an ANCOVA analysis. The results showed consistently that self-regulation training benefits students’ learning, and as a consequence academic performance improves.Bibliografía: páginas 53-56.Artículo revisado por pares.Universidad Pedagógica y Tecnológica de ColombiaUniversidad Pedagógica Nacional (Bogotá, Colombia)2017-08-01T21:24:07Z2017-08-01T21:24:07Z2017-06-03Artículo de revistahttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85application/pdfapplication/pdfSanabria Rodríguez, L. B., Valencia Vallejo, N. G. y Ibáñez Ibáñez, J. Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática. Revista Praxis & Saber, 8(16), 35-56. https://doi.org/10.19053/22160159.v8.n16.2017.6167.2216-01592462-8603https://doi.org/10.19053/22160159.v8.n16.2017.616710.19053/22160159.v8.n16.2017.6167http://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6167reponame:RiUPTC: Repositorio Institucional UPTCinstname:Universidad Pedagógica y Tecnológica de Colombiainstacron:Universidad Pedagógica y Tecnológica de ColombiaspaAZEVEDO, R. (2008). “The role of self-Regulation Learning about Science with Hypermedia”. En Robinson, D. & Schraw, G. (Eds.), Recent Innovations in Educational Technology that Facilitate Students Learning (pp. 127- 156). USA: Information Age PublishingAZEVEDO, R. (2005). “Computer Environments as Metacognitive Tools for Enhancing Learning”. Educational Psychologist, 40(4), 193-197. doi: 10.1207/s15326985ep4004_1.AZEVEDO, R., Cromley, J., Winters, F., Moos, D., & Greene, J. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381-412. Recuperado de: http://link.springer.com/article/10.1007/s11251-005-1273-8BANDURA, A. (1986). Social Foundations of Thought and Action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.BANDURA, A. (1991). Social Cognitive Theory of Self-Regulation. Organizacion Behavior and Human Decision Processes, 50, 248-287. doi: 10.1016/0749-5978(91)90022-LBERNACKI, M., AGUILAR, A., & BYRNES, P. (2010). Self-Regulated Learning and Technology-Enhanced Learning Environments: An Opportunity-Propensity Analysis. En Dettori, G. & Persico, D. (Eds.), Fostering Self-Regulated Learning through ICT (pp. 1-26). Hershey, PA: Information Science Reference Published.BIGGS, J., & TANG, C. (2007). Teaching for Quality Learning at University. Maidenhead: Open University PressBJORK, R., DUNLOSKY, J., & KORNELL, N. (2013). “Self-regulated learning: beliefs, techniques, and illusions”. EN: Annual Review of Psychology, 64, 417–444. doi:10.1146/annurev-psych-113011-143823CAMPBELL, D. & STANLEY, J. (1995). Diseños experimentales y Cuasiexperimentales en la Investigación Social. Buenos Aires, A: Amorrortu Editores.CHEN, M. (1995). “A methodology for characterizing computer-based learning environments”. Instructional Science, 23, 183-220. doi: 10.1007/ BF00890451CHOI, I., LAND, S. & TURGEON, A. (2005). “Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion”. Instructional Science, 33(5-6), 483-511. doi: 10.1007/s11251-005-1277-4.DABBAGH, N. & KITSANTAS, A. (2005). “Using web-based pedagogical tools as scaffolds for self-regulated learning”. Instructional Science, 33, 513-540. doi: 10.1007/s11251-005-1278-3ELLIS, C. & FOLLEY, S. (2011). “Using Student Assessment Choice and eAssessment to Achieve Self-Regulated Learning”. En: Dettori, G. & Persico, D. (Eds.), Fostering Self-Regulated Learning through ICT (pp. 89-104). Hershey, PA: Information Science Reference.FLAVELL, J. (1976). “Metacognitive aspects of problem solving”. En: Resnick, I. (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Erlbaum.GRAVILL, J., & COMPEAU, D. (2008). “Self-regulated learning strategies and software training”. Information & Management, 45, 288-296. doi: 10.1016/j.im.2008.03.001HACKER, D. (1998). “Definitions and Empirical Foundations”. En: Hacker, D., Dunlosky, J. & Graesser, A. (Eds.), Metacognition in educational theory and practice (pp. 165-192). Hillsdale, NJ: Lawrence Erlbaum Associates, IncHADWIN, A., WOZNEY, L. & PONTIN, O. (2005). “Scaffolding the appropriation of selfregulatory activity: A socio-cultural analysis of changes in student-teacher discourse about a graduate research portfolio”. Instructional Science, 33(5-6), 413-450. Recuperado de http://link. springer.com/article/10.1007/s11251-005-1274-7HOFER, B., YU, S. & PINTRICH, P. (1998). “Teaching College Students to be Self-Regulated Learners”. En: Schunk, D. & Zimmerman, B. (Eds.), SelfRegulated Learning: From Teaching to Self-Reflective Practice (pp. 57-85). New York, NY: The Guilford Press.HU, H., & DRISCOLL, M. (2013). “Self-Regulation in e-Learning environments: A remedy for community college”. Educational Technology and Society, 16(4), 171–184. Recuperado de http://www.ifets.info/journals/16_4/14.pdfKRAMARSKI, B. (2011). “Assessing self-regulation development through sharing feedback in online mathematical problema solving discussion”. En: Dettori, G. & Persico, D. (Eds.), Fostering self-Regulated Learning through ICT (pp. 232-247). Hersey, PA: Information Science Reference.LAJOIE, S., & AZEVEDO, R. (2006). “Teaching and learning in technologyrich environments”. En: Alexander, P. & Winne P. (Eds.), Handbook of educational psychology. (2da ed.) (pp. 803-821). Mahwah, NJ: Erlbaum.LOCKE, E., & LANTHAM, G. (1985). The application of goal setting to sports. Journal of Sport Psychology, 7(3), 205-222. Recuperado de: http://fitnessforlife.org/AcuCustom/Sitename/Documents/ DocumentItem/8790.pdfLÓPEZ, O., HEDERICH, C., & CAMARGO, A. (2012). “Logro de aprendizaje en ambientes hipermediales: Andamiaje autorregulador y estilo cognitivo”. Revista Latinoamericana de Psicología, 44(2), 13–25. doi:10.14349/rlp. v44i2.1028MALDONADO, L., FONSECA, O., IBÁÑEZ, J., MACÍAS, D., ORTEGA, N., RUBIO, M. & SANABRIA, L. (1999). Metacognición y Razonamiento Espacial en Juegos de Computador. Bogotá, Colombia: Universidad Pedagógica Nacional.MELVARECH Z. & KRAMARSKI, B. (1997). “IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms”. American Educational Research Journal, 34, 365-394. doi: 10.3102/00028312034002365NELSON, T. O., & NARENS, L. (1990). “Metamemory: A theoretical framework and new findings”. The psychology of learning and motivation, 26, 125- 141.Recuperado de: https://www.researchgate.net/profile/Louis_Narens/ publication/239059304_Metamemory_A_theoretical_framework_and_ new_findings/links/0c96053c5e047895af000000.pdfPINTRICH, P. (2000). “The role of goal orientation in self-regulated learning”. En: Boekaerts, M., Pintrich, P. & Zeidner, M. (Eds.), Handbook of SelfRegulation (pp. 451-502). San Diego, CA: Academic Press.PINTRICH, P., SMISTH, D., GARCÍA, T., & MCKEACHIE, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Technical Report No. 91-B-004). Recuperado de http://files.eric. ed.gov/fulltext/ED338122.pdfSCHOLL, P., BASTIAN F., BENZ, B., BOHNSTEDT, D., RENSING, C., SCHMITZ, B., & STEINMETZ, R. (2009). “Implementation and Evaluation of a Tool for Setting Goals in Self-Regulated Learning with Web Resources”. En: Cress, U., Dimitrova, V. & Specht M. (Eds.), Learning in the synergy of multiple disciplines (pp. 521–534). Verlag Berlin Heidelberg: SpringerSCHUNK, D. (1996). “Goal and self-evaluative influences during children’s cognitive skills learning”. American Education Research Journal, 33, 359- 382. doi: 10.3102/00028312033002359SCHUNK, D., & ZIMMERMAN, B. (1998). Self-regulated learning: From teaching to self-reflective practice. Guilford PressSTOEGER, H., & ZIEGLER, A. (2008). “Evaluation of a classroom based training to improve self-regulated learning in time management tasks during homework activities with fourth graders”. Metacognition and Learning, 3(3), 207–230. doi.org/10.1007/s11409-008-9027-zWHIPP, J., & CHIARELLI, S. (2004). “Self-regulation in a Web-based course: A case study”. Educational Technology Research and Development, 52(4), 5-22. doi: 10.1007/BF02504714WINNE, P. (1996). “A Metacognitive View of Individual Differences in SelfRegulated Learning”. Learning and Individual Differences, 8(4), 327-353. doi: 10.1016/S1041-6080(96)90022-9WINNE, P., & HADWIN, A. 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NJ: Lawrence Erlbaum Associates, Inc.ZIMMERMAN, B., & SCHUNK, D. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. NY: Springer Science & Business MediaZIMMERMAN, B., & TSIKALAS, K. (2005). “¿Can Computer-Based Learning Environments (CBLEs) be used as self-regulatory tools to enhance learning?” Educational Psychologist, 40(4), 267-271. doi: 10.1207/ s15326985ep4004_85616358Praxis & SaberRevista Praxis & Saber;Vol. 8, núm 16 (2017)https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/6167/5249Copyright (c) 2017 Praxis & Saberhttps://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_abf22021-02-10T11:32:58Z

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