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

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 theconceptual approaches of Zimmerman and Pintrich since they allow the understanding of the processes that takes placein 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 throughwhich they manage and internalize resources from the academic environment. They are grouped into two large catego-ries: group study and the use of elements of the environment. The dynamics of conformation and functioning of work incollaborative study teams are similar among students. In addition, they describe the progressive use of elements of theinstitutional environment: study spaces, materials, technologies, institutional devices and also codes and dynamics ofsocial interaction typical of this faculty. The achievement of self-regulation implies the progressive incorporation of theresources of the academic context and this is a process that demands time and effort from the student. The acquisitionof self-regulation is evidence of the solid construction of the student ́s craft and a successful educational affiliation tothe university context.