Self-Regulation and Learning Management Strategies in Master’s Students
DOI:
https://doi.org/10.32719/26312816.2023.7.1.4Keywords:
higher education, self-regulated learning, content analysis, interpretive approach, self-reflection, learning strategiesAbstract
Self-regulation of learning is a process of self-reflection based on structuring, control, and evaluation. Based on this premise, the study aimed to determine the self-regulation learning strategies of students in a master’s degree course in education. It was a non-experimental, qualitative research with a hermeneutic and dialogic approach using the content analysis technique. Evaluation logs were used to create units of analysis. Eleven students from the 2022 cohort of a master’s degree in education from a private university in Paraguay participated. They established their learning objectives in two categories: reproduction and conceptualization. They identified topics such as educational leadership and competency-based curriculum as relevant to teaching practice, pointing out difficulties such as lack of time and organization. They used strategies such as reading with notes, notes, summaries, and underlining, using digital resources, and interacting with classmates. They mentioned adjustments to their strategies, such as better time management and increased communication. It is suggested that future research focus on the search for self-regulated learning strategies aimed at complex situations that promote the development of advanced cognitive skills.
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