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Anales de Psicología

versión On-line ISSN 1695-2294versión impresa ISSN 0212-9728

Resumen

PANADERO, Ernesto  y  ALONSO-TAPIA, Jesús. How do students self-regulate?: review of Zimmerman's cyclical model of self-regulated learning. Anal. Psicol. [online]. 2014, vol.30, n.2, pp.450-462. ISSN 1695-2294.  http://dx.doi.org/10.6018/analesps.30.2.167221.

The use of learning strategies is crucial for students' academic performance and promoting deeper learning approaches. The self-regulated learning models offer comprehensive theoretical backgrounds. These enable more holistic approaches to the use of learning strategies. In this paper, Zimmerman's (2000; 2003; Zimmerman & Moylan, 2009) cyclical model of self-regulated learning is described and analysed as one of the most comprehensive. The model is grounded in social cognitive theory and is comprised of three phases (forethought, performance and self-reflection) with a special focus on the influences of motivation on self-regulation. The different processes included in the model are analysed here in detail. Zimmerman's framework is considered in relation to other self-regulated learning models in order to recognize its importance in theory and practice.

Palabras clave : Self-regulated learning; self-regulation; self-regulation model; Zimmerman; learning strategies; motivation; volition; self-efficacy; self-assessment; attributions.

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