Instrumentos de medida de la corregulación del aprendizaje: Una revisión sistemática de la literatura
Instruments for measuring co-regulation of learning: A systematic review of the literature
DOI:
https://doi.org/10.56712/latam.v4i1.461Palabras clave:
corregulación del aprendizaje, regulación recíproca, instrumentos de medidaResumen
La corregulación del aprendizaje genera oportunidades basada en la experiencia distribuida, permitiendo completar con éxito un proyecto colaborativo en el contexto educativo. El objetivo general de este estudio fue identificar y caracterizar los instrumentos que miden la corregulación en los diferentes niveles educativos. Se realizó una revisión sistemática de la literatura siguiendo las directrices PRISMA. Se exploraron las bases de datos WOS, Scopus y ERIC. La muestra total incluyó 9 estudios. Los resultados de esta revisión: (1) proporcionan una definición integrada y consensuada de corregulación del aprendizaje; (2) identifica y describe 10 escalas para medir la corregulación respecto de sus dimensiones, subdimensiones y número de ítems; (3) caracteriza los participantes que fluctuaron entre un rango que va desde 19 a 2310, incluyendo estudios que investigan la corregulación ente estudiantes, entre profesores, y ambos (profesores-estudiantes), con muestras de 7 países diferentes de Europa, Asia y América del Norte; (4) los procedimientos de aplicación de los instrumentos, en general se describen en los estudios, sin embargo, en el caso de las características psicométricas de las escalas, un 55.5% no describe ninguna fuente de evidencia de validez. Se concluye en la importancia y necesidad de diseñar y/o adaptar una escala para ser aplicada en países de la región latinoamericana que proporcione fuentes de evidencia de confiabilidad y validez para asegurar la calidad de los resultados.
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