Resumo

GANDA, Danielle Ribeiro  e  BORUCHOVITCH, Evely. Self-regulation of learning: key concepts and theoretical models. Psic. da Ed. [online]. 2018, n.46, pp.71-80.  Epub 06-Abr-2020. ISSN 2175-3520.  https://doi.org/10.5935/2175-3520.20180008.

Self-regulation of learning is defined as a process of self-reflection and action in which the student to structure, to monitor and to evaluate their own learning. The self-regulated learning is associated to better absorption of content, greater involvement with the studies and better academic performance. In Educational Psychology, especially in the socio-cognitive theory, many theoretical models have been built in order to understand this process. This article aims to present the basic theoretical concepts that underlie self-regulation. In addition, also aims to describe and to analyze the main contemporary models developed according to socio-cognitive perspective of learning. Although there are some distinct characteristics, it is observed that all the theoretical models show the role of the student as the main agent of their learning and point out that self-regulation can be developed at any level of education, from basic to higher. Thus expected to contribute to the discussion on the topic and to guide theoretically the teachers in developing programs to encourage self-regulation of their students.

Palavras-chave : self-regulation; theoretical models; teacher training.

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