<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202018000100008</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20180008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A autorregulação da aprendizagem: principais conceitos e modelos teóricos]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-regulation of learning: key concepts and theoretical models]]></article-title>
<article-title xml:lang="es"><![CDATA[La autorregulación del aprendizaje: conceptos clave y los modelos teoricos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ganda]]></surname>
<given-names><![CDATA[Danielle Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boruchovitch]]></surname>
<given-names><![CDATA[Evely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<numero>46</numero>
<fpage>71</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202018000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202018000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202018000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A autorregulação da aprendizagem é definida como um processo de autorreflexão e ação no qual o aluno estrutura, monitora e avalia o seu próprio aprendizado. A aprendizagem autorregulada está associada à melhor retenção do conteúdo, maior envolvimento com os estudos e melhor desempenho acadêmico. Na área da Psicologia Educacional, especialmente sob a Teoria Sócio-cognitiva, diversos modelos teóricos têm sido construídos no sentido de compreender esse processo. O presente artigo tem como objetivo apresentar os conceitos teóricos básicos que subjazem a autorregulação. Além disso, visa também descrever e analisar os principais modelos contemporâneos, desenvolvidos segundo a perspectiva sociocognitiva da aprendizagem. Embora tenham algumas características distintas, observa-se que todos os modelos teóricos evidenciam o papel do aluno como agente principal de sua aprendizagem e ressaltam que a autorregulação pode ser desenvolvida em qualquer etapa do ensino, do básico ao superior. Espera-se assim contribuir para a discussão sobre o tema e nortear teoricamente os professores no desenvolvimento de programas que favoreçam a autorregulação de seus alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La autorregulación del aprendizaje se define como un proceso de auto-reflexión y acción en que el estudiante estructura, monitorea y evalua su propio aprendizaje. El aprendizaje autorregulado se asocia con una mejor retención de contenido, una mayor implicación con los estudios y un mejor rendimiento académico. En la Psicología de la Educación, especialmente en la Teoría Socio-cognitiva, muchos modelos teóricos se han construido con el fin de entender este proceso. Este artículo tiene como objetivo presentar los conceptos teóricos básicos que subyacen a la autorregulación. Además, también tiene como objetivo describir y analizar los principales modelos contemporáneos desarrollados de acuerdo con la perspectiva socio-cognitiva del aprendizaje. Aunque algunas características distintas, se observa que todos los modelos teóricos muestran el papel del estudiante como el agente principal de su aprendizaje y señalan que la autorregulación puede desarrollarse en cualquier etapa de la educación, desde la básica hasta la superior. Se espera contribuir con la discusión sobre el tema y orientar teóricamente a los profesores en el desarrollo de programas que favorezcan la autorregulación de sus estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[modelos teóricos]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[theoretical models]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[modelos teóricos]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
</kwd-group>
</article-meta>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
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</person-group>
<article-title xml:lang=""><![CDATA[Self-regulation: where metacognition and motivation intersect]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hacker]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Dunlosky]]></surname>
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<given-names><![CDATA[A. C.]]></given-names>
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<source><![CDATA[Handbook of Metacognition in Education]]></source>
<year>2009</year>
<page-range>299-315</page-range><publisher-loc><![CDATA[Nova York, NY ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
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<person-group person-group-type="author">
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<source><![CDATA[Handbook of Self-Regulation of Learning and Performance]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Nova York, NY ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
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</back>
</article>
