Self-regulation of learning in university students

Abstract

This essay proposes the presentation of some ideas about the learning and evaluation process. The latter, from the perspective of forming evaluation, characterised by encouraging permanent self-reflection, self-evaluation and self-correction in the educative actions of the participants in the learning construction. Self-regulation that raises the real possibility that students assume the responsibility about their learning process is highlighted; therefore they identify their own weakness and strengths, correct mistakes, watch and regulate their behaviour in the different academic activities in which he participates with the mediator’s cooperation. It implies that the teacher designs and transfers the strategies progressively; encourages self-regulation activities to empower such process; meanwhile students must assume their academic commitments with real responsibility and honesty and saying how, when and what to learn