Resumo

HEDERICH-MARTINEZ, Christian; CAMARGO-URIBE, Ángela  e  ABELLO-CAMACHO, Diana. Relationships Between Forms of Learning Regulation in the Classroom. Rev. colomb. educ. [online]. 2024, n.93, pp.397-413.  Epub 01-Out-2024. ISSN 0120-3916.  https://doi.org/10.17227/rce.num93-21217.

This research article exploresindicators that help identify ways to regulate learning in the classroom and examines the relationship between these forms and the student’s disposition towards heteroregulation exercised by the teacher. The study involved198 Colombian university students who responded to a questionnaire composed of four scales: self-regulation, a-regulation, dysregulation, and disposition to heteroregulation. The analysis shows a pattern of correlations where the self-regulation scale is on one side and the a-regulation and dysregulation scales are on the other. A very suggestive result is the total absence of a relationship between self-regulation and disposition to heteroregulation.

Palavras-chave : self-regulated learning; individual differences; regulation scales; heteroregulation.

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