Autorregulación y rendimiento académico en Matemáticas

  1. Fernández Cueli, Marisol 1
  2. García Fernández, Trinidad 1
  3. González Castro, Paloma 1
  1. 1 Universidad de Oviedo
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    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

    Geographic location of the organization Universidad de Oviedo
Journal:
Aula abierta

ISSN: 0210-2773

Year of publication: 2013

Volume: 41

Issue: 1

Pages: 39-48

Type: Article

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Abstract

Self-regulation is key to students� learning process, especially in mathematics. This research aims to link academic performance with the knowledge of self-regulatory strategies and their application in mathematics following Zimmerman�s model (planning, implementation and evaluation). The study Involved 626 students (10- 13 years), divided into three groups (low, medium and high performance in mathematics). The Knowledge Questionnaire of Self-Regulatory Strategies and Self-Regulation Inventory of Learning Processes were used. The results indicate that subjects with better performance are those who show better understanding of these strategies and that it is the planning phase that shows a statistically significant difference between groups. It can be concluded that self-regulation profiles differ between subjects with low, medium and high performance.

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