Resumo

SAIZ-MANZARES, María Consuelo  e  PEREZ PEREZ, Magdalena Isabel. Self-regulated and improving knowledge in problem-solving. Psicol. caribe [online]. 2016, vol.33, n.1, pp.14-30. ISSN 0123-417X.  https://doi.org/10.14482/psdc.33.1.8076.

The Self-regulated training is effective to developing deep and significant learning. The aim of this study was to determine whether there were differences before-after in self-regulation training in acquisition, coding, recovery, metacognition and support information learning strategies use. We work with 41 secondary students' 19 experimental group (12 men and 7 female) and 22 control group (5 men and 17 female) mean age range 15.40-15.50. We em-ployed an experimental design before-after equivalent control group. We found, inter group analysis, significant differences in control group to use some acquisition strategies and coding recovery and metacognition strategies in experimental group. Also, in intra group analysis, we found significant differences in experimental group to coding, recovery and metacognition strategies use. Consequently the self-regulated training improves the use strategies related with reflective learning.

Palavras-chave : self-regulation training; learning strategies; metacognition; secondary education.

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