The DOI matches its Crossref record; 95 of the 95 references it cites were found in a registry or an index.
El aprendizaje autorregulado: presente y futuro de la investigación
Open accessAbstract
Los profundos cambios que ha experimentado el contexto de la Psicología de la Educación durante los últimos 30 años han llevado a que el aprendizaje autorregulado se convier-ta, actualmente, en tema central de la investigación y en uno de los ejes primordiales de la práctica educativa. A partir de la publicación de Zimmerman y Schunk (1989), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, se han puesto en marcha un gran número de investigaciones sobre aprendizaje autorregulado. Tomando como referencia éstas y otras publicaciones actuales, el objetivo de este trabajo es recoger las principales cuestiones que se abordan dentro de las líneas de estudio del aprendizaje autorregulado. Además, se destacan una serie de direcciones que pueden guiar a las futuras investigaciones en este campo.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
Self-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.191 · Cited by 43,925
Self-efficacy: the exercise of control
(1997) · Choice Reviews Online · doi:10.5860/choice.35-1826 · Cited by 24,281
Social Cognitive Theory: An Agentic Perspective
Bandura, A. (2001) · Annual Review of Psychology · doi:10.1146/annurev.psych.52.1.1 · Cited by 15,510
Self-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1978) · Advances in Behaviour Research and Therapy · doi:10.1016/0146-6402(78)90002-4 · Cited by 10,586
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 10,197 · cited 2×
“…que diferencian a los alumnos que autorregulan su aprendizaje de los que no lo hacen (Corno, 2001; Weinstein, Husman y Dierking, 2000; Winne, 1995; Zimmerman, 1998, 2000, 2001, 2002): 1) Conocen y saben emplear una serie de estrategias cognitivas (de repetición, elabo- ración y organización), que…”
BackgroundSocial Foundations of Thought and Action
Bandura, A. (2002) · The Health Psychology Reader · doi:10.4135/9781446221129.n6 · Cited by 9,902
Expectancy-value theory of achievement motivation
Wigfield, A., & Eccles, J. S. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1015 · Cited by 7,383
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Cited by
Self-regulation theory: Applications to medical education: AMEE Guide No. 58
Sandars, J., & Cleary, T. J. (2011) · Medical Teacher · doi:10.3109/0142159x.2011.595434 · Cited by 295
Bol, L., Campbell, K. D. Y., Perez, T., & Yen, C.-J. (2016) · Community College Journal of Research and Practice · doi:10.1080/10668926.2015.1068718 · Cited by 87
Shelton, C. R., Addison, W. E., & Hartung, C. M. (2019) · Journal of Attention Disorders · doi:10.1177/1087054717691134 · Cited by 21
Metadata
- Authors
- Torrano Montalvo, F., & González Torres, M. C.
- Venue
- Electronic Journal of Research in Education Psychology
- Publisher
- Editorial Universidad de Almeria
- Published
- 2017-10-31
- Volume
- 2
- Issue
- 3
- ISSN
- 1696-2095 (ISSN-L)
- OpenAlex
- W1531063017
- Cited by
- 312
- References
- 95
- FWCI
- 40.68
- Type
- journal article
- Language
- es
- Open access
- diamond
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: El aprendizaje autorregulado: presente y futuro de la investigación. https://app.cochat.ai/papers/10.25115/ejrep.3.120
- The paper
- Torrano Montalvo, F., & González Torres, M. C. (2017). El aprendizaje autorregulado: presente y futuro de la investigación. Electronic Journal of Research in Education Psychology. https://doi.org/10.25115/ejrep.3.120
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
