Efectos de una intervención de aprendizaje autorregulado en Educación Primaria sobre la responsabilidad, la motivación y la autorregulación

José Ignacio Menéndez Santurio

doi:10.12795/revistafuentes.2025.25958

Authors

José Ignacio Menéndez Santurio Universidad Isabel I (España)

DOI:

https://doi.org/10.12795/revistafuentes.2025.25958

Keywords:

Motivation, Responsibility, Primary Education, Self-Regulation, Active methodologies, Innovation, Competences, Skills

Abstract

Research on new ways and strategies of learning has gained great relevance in recent years. In this sense, one of those that has acquired the most interest from teachers and researchers is self-regulated learning, which constitutes a type of psychological process that focuses on developing students' ability to plan, execute and evaluate school tasks autonomously. Therefore, the aim of this study was to analyse the impact of a self-regulated learning intervention on students’ responsibility, internal motivation and self-regulation. A total of 125 students (61 boys and 64 girls) from three public schools in the Principality of Asturias (Spain) who were studying between 4th and 6th grade of Primary Education (between 9 and 12 years old) participated in the study. A quasi-experimental study design was conducted with pretest-post-test measurements and a control and experimental group. Responsibility, internal motivation and self-regulated strategies were evaluated through questionnaires that presented good reliability and model fit indices in the confirmatory factor analyses carried out with the study sample. Results derived from the univariate analyses (ancovas) reflected positive and significant changes in the group that underwent the self-regulated experience in all variables of the study, with the exception of social responsibility. It is suggested that the application of interventions based on self-regulation learning helps students to enhance important variables in educational settings.

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Author Biography

José Ignacio Menéndez Santurio, Universidad Isabel I (España)

Doctor en Educación. Universidad de Oviedo. Departamento de Ciencias de la Educación. Facultad de Formacióin del Profesorado y Educación.

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