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

Abstract

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.