<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982017000200160</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje autorregulado: estado de la cuestión y retos psicopedagógicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-regulated learning: state of the issue and psycho-pedagogical challenges]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torrano]]></surname>
<given-names><![CDATA[Fermín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentes]]></surname>
<given-names><![CDATA[Juan Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soria]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Internacional de La Rioja  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Internacional de La Rioja  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>156</numero>
<fpage>160</fpage>
<lpage>173</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982017000200160&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982017000200160&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982017000200160&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El aprendizaje autorregulado (self-regulated learning) ha recibido una atención creciente en las últimas décadas en la investigación psicopedagógica, en cuanto que su promoción en los estudiantes posibilita no sólo mejores resultados académicos, sino también una mayor autonomía y motivación, un claro protagonismo en su proceso de aprendizaje y una necesaria capacidad de transferencia a diferentes situaciones. En este contexto, el objetivo del presente artículo consiste en establecer teóricamente el estado actual de la cuestión en este campo, además de discutir acerca de las principales estrategias didácticas empleadas en la instrucción docente (enseñanza directa de estrategias, modelado, práctica guiada y autónoma, autoobservación, apoyo social y práctica autorreflexiva), atendiendo a su evolución hasta el momento actual. Finalmente, se señalan las líneas que deben contribuir actualmente al desarrollo de la investigación en este campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Self-regulated learning has received increasing attention in recent decades in psycho-pedagogical research, insofar as its promotion among students not only leads to better academic results, but also greater autonomy and motivation, greater control over their learning process and an ability to transfer this learning to different situations. In this context, the objective of this paper is to establish the current state of the issue in this field at a theoretical level, as well as to discuss the main didactic strategies used in teaching instruction (direct teaching of strategies, modeling, guided and autonomous practice, self-observation, social support and self-reflexive practice), taking into account their evolution up to the present day. Finally, the lines that should be taken to contribute to the development of research in this field are set out.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Proceso enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autodirigido]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[motivación académica]]></kwd>
<kwd lng="es"><![CDATA[diseño instruccional]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning process]]></kwd>
<kwd lng="en"><![CDATA[self-directed learning]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[academic motivation]]></kwd>
<kwd lng="en"><![CDATA[instructional design]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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