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vol.32 número2EDUCACIÓN ECONÓMICA EN LA ESCUELA: HACIA UNA PROPUESTA DE INTERVENCIÓNEDUCACIÓN PATRIMONIAL: ALFABETIZACIÓN CULTURAL PARA LA CIUDADANÍA índice de autoresíndice de materiabúsqueda de artículos
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Estudios pedagógicos (Valdivia)

versión On-line ISSN 0718-0705

Resumen

ZULMA LANZ, María. Self-regulated learning: the place of cognition, metacognition and motivation. Estud. pedagóg. [online]. 2006, vol.32, n.2, pp.121-132. ISSN 0718-0705.  http://dx.doi.org/10.4067/S0718-07052006000200007.

The aim of this paper is that readers get closer to a very common issue in psycho­logical literature in recent years: self-regulation and its role in the learning processes. Nowadays most psychological texts make reference to this concept at least in some pages; however, in many cases there is the sensation that the issue is not dealt with in depth. In the present work, we analyze every intersection field where self-regulated learning is present: cognition, metacognition and motivation. By means of the concepts and issues that emerge in each of these three fields we try to show that self-regulated learning is a comprehensive and ambitious study matter

Palabras clave : self-regulated learning; motivation; metacognition.

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