Autorregulación del aprendizaje en adolescentes tardíos de tercero de bachillerato de la institución educativa Herlinda Toral en el periodo académico 2019 - 2020

Abstract

The present work seeks to analyze from the Self-Determination Theory the types of self-regulation of late adolescent learning of the third baccalaureate of the Herlinda Toral Educational Unit in the city of Cuenca based on the sociodemographic variables: sex, age, family typology and birth order. The research corresponds to a quantitative, non-experimental, descriptive transversal approach. The sample was 160 late adolescents between 17 and 21 years old; 69 men (43.1%) and 91 women (56.9%). The learning self-regulation questionnaire scale (SRQ-L) was applied (Williams and Deci, 1996), the results report that self-regulation of learning in late adolescents, measured in two types of autonomy and control, revealed a positive trend towards autonomy. (M = 3.7; DT = 0.69), that is, an internal regulation and with respect to control, which refers to an external regulation, showed a moderate behavior (M = 2.66; DT = 0.69) with a tendency to low manifestations. These results in relation to the theory of organic integration (TAD sub-theory) show that the greater the autonomy, the more consolidated, but not total. The first children demonstrate less autonomy, contradicting the theory, in which it is mentioned that the first children, being older, should have greater autonomy. In conclusion, late adolescents have a more autonomous than controlled motivation, but their internalization process reaches the identified level of regulation. This indicates that the person accepts and values the activity, but it is not synchronized with their personal goals.