Desarrollo teórico del concepto de autorregulación del aprendizaje

Abstract

The aim of this article is to describe the central elements of the concept of self-regulation of learning according to two theoretical perspectives. For this, a concep- tual review was made regarding self-regulation of learning. The methodology was based on the search of literature in academic and scientific databases: Scopus, Web of Sciencie and Google academic. The inclusion criteria for the articles were theoretical or applied reviews that approached the concept from Printrich and / or Zimmerman's perspective. It is concluded that the generation of quality and lasting learning is a demand for any educational process, for it is required that students are owners of their learning process; Of the planning, execution and evaluation of their tasks and that the teachers generate didactic spaces that promote the capacity of autonomy for the learning by the students.