La ruta hacia el éxito académico: navegando las fases de la autorregulación en educación secundaria

Peñaloza Ardila Maribel

Authors

Peñaloza Ardila Maribel Secretaria de Educación de Cundinamarca – Colombia Autor/a https://orcid.org/0009-0001-9078-2952

Keywords:

Self-regulation of learning, Secondary education, Academic success

Abstract

The ability to manage one's learning process and adapt to diverse academic and personal demands is considered an essential aspect in developing autonomous skills. Therefore, the article described the self-regulation of learning (ADA), focusing on the three phases of the cyclical model: disposition, performance, and evaluation. The research was conducted with a quantitative, descriptive, and correlational approach, supported by validated scales. The sample consisted of 89 students from two public schools in Cundinamarca, Colombia. The findings showed strengths in planning and goal setting, but identified areas for improvement in the organization of materials and self-evaluation. It was also observed that external factors, such as family support and the relationship with teachers, had a significant impact on ADA. It is concluded that strengthening these phases could improve academic performance and foster greater autonomy in students, thus contributing to educational quality.

Author Biography

Peñaloza Ardila Maribel , Secretaria de Educación de Cundinamarca – Colombia

Bachelor's Degree in Basic Education with emphasis in Natural Sciences and Environmental Education. Graduated from Universidad del Tolima in agreement with Corporación Universitaria Minuto de Dios. Master in Education from Corporación Universitaria Minuto de Dios. Doctoral Candidate in Education from the Universidad Pedagógica Experimental Libertador - UPEL. With more than 14 years of teaching experience in the private and public sector in primary, elementary and secondary technical education.

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