Publication: El aprendizaje autorregulado en la enseñanza del inglés para la mejora de la producción escrita en el tercer ciclo de la educación primaria en la enseñanza bilingüe en la Comunidad de Madrid
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2016-11-24
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Universidad Complutense de Madrid
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Abstract
El aprendizaje autorregulado es esa inquietud incansable, ese poder o motivación que debe albergar en el alumno y llevarle a buscar siempre la mejor estrategia a la hora de estudiar para conseguir la mayor eficacia en su estudio y ser un alumno eficaz y eficiente (Roces y González, 1998). La mayoría de los teóricos de la autorregulación conceptualizan el aprendizaje como un proceso multidimensional que involucra componentes personales (cognitivos, motivacionales y emocionales), conductuales y contextuales (Zimmerman, 1986, 1989). Para Zimmerman (1986, 1989; Schunk y Zimmerman, 1994), el constructo de aprendizaje autorregulado puede definirse como el proceso en el que los estudiantes activan y sostienen cogniciones, conductas y afectos, los cuales son orientados hacia el logro de sus metas, o como el proceso a través del cual las actividades dirigidas por metas son instigadas y sostenidas, produciéndose todo ello de forma cíclica (Zimmerman, 2000). Metodología Objetivo e hipótesis El objetivo general es llevar a cabo un programa de intervención para mejorar la competencia escritora en lengua inglesa de alumnos de Educación Primaria y su autorregulación del proceso. Las hipótesis que nos planteamos son: Hipótesis 1: Existe un aumento estadísticamente significativo entre el pretest y postest en la competencia escritora de los sujetos sometidos a tratamiento. Hipótesis 2: Existe un aumento estadísticamente significativo entre el pretest y postest en la autorregulación del proceso escritor en los sujetos sometidos a tratamiento...
Self-regulated learning is a non-stop inquisitiveness, that power and motivation that needs to be embedded in a student so that he/she always searches for the best possible strategy in relation to studying in order to achieve the greatest efficiency in his/her studies and be an effective and efficient student (Roces and González, 1998). The majority of the self-regulation theoreticians conceptualize learning as being a multidimensional process involving personal components (cognitive, motivational and emotional), behavioural and contextual (Zimmerman, 1986, 1989). For Zimmerman (1986, 1989; Schunk y Zimmerman, 1994), the self-regulated construct can be defined as the process in which the students activate and maintain cognitions, behaviours and affections, all of which are oriented towards the achievement of their goals, or as the process through which goal-driven activities are instigated and maintained, all of which are produced cyclically (Zimmerman, 2000). Methodology Objective and Hypothesis The general objective is to carry out an intervention programme for improving primary school students' writing competence in English and the corresponding self-regulation of the process. The hypotheses are as follows: Hypothesis 1: There is a statistically significant increase between pre-test and post-test in the writing competence of individuals subjected to this process. Hypothesis 2: There is a statistically significant increase between pre-test and post-test in the self-regulation of the writing process of individuals subjected to this process...
Self-regulated learning is a non-stop inquisitiveness, that power and motivation that needs to be embedded in a student so that he/she always searches for the best possible strategy in relation to studying in order to achieve the greatest efficiency in his/her studies and be an effective and efficient student (Roces and González, 1998). The majority of the self-regulation theoreticians conceptualize learning as being a multidimensional process involving personal components (cognitive, motivational and emotional), behavioural and contextual (Zimmerman, 1986, 1989). For Zimmerman (1986, 1989; Schunk y Zimmerman, 1994), the self-regulated construct can be defined as the process in which the students activate and maintain cognitions, behaviours and affections, all of which are oriented towards the achievement of their goals, or as the process through which goal-driven activities are instigated and maintained, all of which are produced cyclically (Zimmerman, 2000). Methodology Objective and Hypothesis The general objective is to carry out an intervention programme for improving primary school students' writing competence in English and the corresponding self-regulation of the process. The hypotheses are as follows: Hypothesis 1: There is a statistically significant increase between pre-test and post-test in the writing competence of individuals subjected to this process. Hypothesis 2: There is a statistically significant increase between pre-test and post-test in the self-regulation of the writing process of individuals subjected to this process...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Psicología Evolutiva y de la Educación, leída el 11-11-2015