Resumo

DAURA, Florencia; MONTSERRAT, María Inés  e  BARNI, Cecilia. Impact of study hours on Self-Regulated learning profiles in high school students. Educación [online]. 2022, vol.46, n.2, pp.227-242. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v46i2.47924.

The analysis of self-regulated learning has been widely addressed in the international context; nonetheless, it is necessary to deepen it in the context in which the present work was carried out. Despite this type of learning process counts with 10 years of antiquity in the Argentine Republic, a gap in knowledge about primary and secondary levels of the educational system remains for experiences and research about this topic are not abundant. Hence, this article describes a novel study, whose main objectives are: to describe the differences in self-regulation of learning based on institutional belonging and gender in 6th-grade high school students who attend 4 schools located in the northern zone of the province of Buenos Aires (Argentina) and to analyze whether the hours dedicated to study affect the self-regulation profiles of student learning. To carry out the quantitative, descriptive, exploratory, and correlational work, the investigators used a sample of 203 students, who completed a sociodemographic questionnaire and the Questionnaire on Motivational and Cognitive Strategies. From the collected data, the authors completed descriptive, MANOVA, Cluster, and ANOVA analyzes, which allowed meeting the stated objectives and suggesting pedagogical orientations.

Palavras-chave : Self-regulated Learning; Study Hours; High School Education; Pedagogical Guidance.

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