Relación entre autorregulación y rendimiento académico de los estudiantes en educación básica

Abstract

Nowadays, with the great social challenges and technological advances, it is extremely necessary for students to adapt to different contexts in an autonomous way, acquiring the competence of learning to learn. This is closely linked to self-regulation processes that students can develop during their learning process. However, not all students maintain characteristics of people who self-regulate their learning processes, which can have repercussions on their school performance. For this reason, this monographic work seeks to analyze the relationship between self-regulation and academic performance. For this purpose, a documentary review was carried out on the variables of self-regulation and academic performance, and the existing relationship between them. After reviewing some bibliographic sources and analyzing the relationship between self-regulation and academic performance, it was concluded that there is a significant relationship between self-regulation and academic performance, since students, by controlling and regulating their learning through the modification of their cognition, motivation and behavior, achieve better academic performance.