METHODS OF MEASUREMENT AND INTERVENTION IN SELF-REGULATED LEARNING. EVOLUTION AND CURRENT
Abstract
Self-regulated learning (hereinafter SRL) is a growing and fruitful field of research in educational psychology. A variety of theoretical-methodological models have been validated on it, which show the complexity of the construct and the difficulty of comprehensively addressing it. This complexity and difficulty are transferred to the methods of measuring and promoting AAR in an educational context. The objective of the research was to analyze -based on the specialized literature- the methodological dimensions of the construct, that is, those referring to how it is investigated and promoted in an educational context. A qualitative documentary analysis of accredited documents on AAR research and promotion methods was carried out. It was found: a) evolution of the AAR methodological approach from decontextualized methods to methods that measure and promote the processes of the AAR in the context of its application (such as the structured diary); b) a pre-eminence of curricular methods of promoting AAR over extracurricular methods; c) rapid progress in promoting AAR through digital techniques and tools. It is concluded that the measurement and promotion of the AAR have had a shared evolution, promoted by three factors: the substitution of a static conception of the AAR for a dynamic and integral one, the triangulated integration of measurement methods with intervention methods, and the integration of technologies in learning environments and experiences.References
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