SELF-REGULATED LEARNING IN ENGINEERING STUDENTS: STRATEGIES FOR PEDAGOGICAL RESOURCE

Abstract

This paper presents some findings of the investigation "Self-regulated learning in engineering students of the Army Engineering Faculty (FIE)". The central theoretical contributions on the “self-regulation of learning” comes from the conceptual approaches of Zimmerman and Pintrich since they allow the understanding of the processes that takes place in the control of: thoughts, feelings, motivations and actions for the achievement of the learning objectives. It was found that to achieve this self-regulation in their learning, the students in this sample developed strategies through which they manage and internalize resources from the academic environment. They are grouped into two large categories: group study and the use of elements of the environment. The dynamics of conformation and functioning of work in collaborative study teams are similar among students. In addition, they describe the progressive use of elements of the institutional environment: study spaces, materials, technologies, institutional devices and also codes and dynamics of social interaction typical of this faculty. The achievement of self-regulation implies the progressive incorporation of the resources of the academic context and this is a process that demands time and effort from the student. The acquisition of self-regulation is evidence of the solid construction of the student´s craft and a successful educational affiliation to the university context.