Use this link to cite:
http://hdl.handle.net/2183/7000 Autorregulación del aprendizaje a partir de textos
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Authors
Solano Pizarro, Paula
González-Pienda, Julio Antonio
González-Pumariega Solis, Soledad
Núñez, José Carlos
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Revista galego-portuguesa de psicoloxía e educación, 2004, 11: 111-128 ISSN: 1138-1663
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Abstract
[Resumen] En este artículo se presenta la versión experimental
de la Escala de Evaluación de la
Autorregulación del Aprendizaje a partir
de Textos (ARATEX), que trata de informar
sobre la situación real en la que se encuentran
los alumnos en relación con la autorregulación
de su comprensión lectora, considerando
ésta como una condición fundamental para
que se produzca un aprendizaje significativo a
partir de textos. En este sentido, siguiendo
como marco teórico el modelo de aprendizaje
autorregulado actualmente propuesto por
Pintrich, en esta escala se trata de evaluar las
estrategias implicadas en la comprensión
atendiendo a la autorregulación de las distintas
áreas (cognición, motivación, comportamiento
y contexto) y diferenciando tres
momentos clave en la lectura significativa
(antes, durante y después de la lectura) que se
corresponden con las fases de toda conducta
autorregulada: (a) planificación y activación,
(b) supervisión y control, y (c) reacción y
reflexión.
[Abstract] The main aim of this paper is to present the experimental version of a new instrument (Self-regulated Learning from Texts Scale) designed to asses students real self-regulated reading comprehension, which is considered a basic condition for significative and self-regulated learning from texts. This scale has been developed using Pintrich current model of self-regulated learning as a general framework for self - regulatinge By the means, what we are trying with this scale is to evaluate the different strategies involved in reading comprehension; this evaluation is centered on the diferent areas of regulation (cognition, motivation, behavior and context), as well as on the diferent moments that individuals go through as they read significatively (before, during and after reading), which are equivalent to the diferent phases that take place when individuals try to regulate their learning: (a) forethought, planning and activation, (b) monitoring and control, and (3) reaction and reflection
[Abstract] The main aim of this paper is to present the experimental version of a new instrument (Self-regulated Learning from Texts Scale) designed to asses students real self-regulated reading comprehension, which is considered a basic condition for significative and self-regulated learning from texts. This scale has been developed using Pintrich current model of self-regulated learning as a general framework for self - regulatinge By the means, what we are trying with this scale is to evaluate the different strategies involved in reading comprehension; this evaluation is centered on the diferent areas of regulation (cognition, motivation, behavior and context), as well as on the diferent moments that individuals go through as they read significatively (before, during and after reading), which are equivalent to the diferent phases that take place when individuals try to regulate their learning: (a) forethought, planning and activation, (b) monitoring and control, and (3) reaction and reflection