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Artículos de Revisión

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Autorregulación del aprendizaje en estudiantes de educación secundaria: una revisión narrativa

Self-regulated learning in secondary education students: a narrative review
Publicado
2026-09-17
Contexto: la autorregulación del aprendizaje constituye un constructo central en la psicología educativa contemporánea, especialmente ante el giro hacia modelos centrados en el estudiante y el desarrollo de competencias para el aprendizaje a lo largo de la vida en la educación secundaria. Objetivo: se analizó la conceptualización teórica, las dimensiones, los fundamentos y los instrumentos de medición del impacto de la autorregulación del aprendizaje en estudiantes de educación secundaria. Metodología: se desarrolló una revisión narrativa bajo el método QR (Questions & Reproducibility), con búsqueda sistemática en Scopus y exploratoria en APA PsycNet, ERIC, Redalyc, Dialnet y SciELO, aplicando criterios explícitos de pertinencia temática, verificación de fuente primaria y coincidencia poblacional. Resultados: se identificaron cuatro modelos teóricos fundacionales (Zimmerman, Pintrich, Boekaerts, Winne y Hadwin), cinco dimensiones constitutivas (cognición, metacognición, motivación, conducta y contexto) y dos instrumentos psicométricos validados para estudiantes de secundaria, evidenciando además un predominio de estudios descriptivos sobre experimentales. Conclusión: la autorregulación del aprendizaje se consolida como un constructo multidimensional cuya operacionalización en secundaria requiere instrumentos integrales que evalúen las tres fases del proceso autorregulatorio.
Context: self-regulated learning constitutes a central construct in contemporary educational psychology, especially given the shift toward student-centered models and competency development for lifelong learning in secondary education. Objective: the theoretical conceptualization, dimensions, foundations, and instruments for measuring the impact of self-regulated learning in secondary education students were analyzed. Methodology: a narrative review was developed under the QR (Questions & Reproducibility) method, with systematic search in Scopus and exploratory search in APA PsycNet, ERIC, Redalyc, Dialnet, and SciELO, applying explicit criteria of thematic relevance, primary source verification, and population match. Results: four foundational theoretical models (Zimmerman, Pintrich, Boekaerts, Winne and Hadwin), five constitutive dimensions (cognition, metacognition, motivation, behavior, and context), and two psychometric instruments validated for secondary students were identified, evidencing a predominance of descriptive over experimental studies. Conclusion: self-regulated learning is consolidated as a multidimensional construct whose operationalization in secondary education requires comprehensive instruments evaluating the three phases of the self-regulatory process.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

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