Abstract

In the study presented in this article it is described and analyzed what students understand by self-regulation of learning, what do the when applying the different phases of this process and what are the difficulties they have to do to regulate their learning. To analyze the students' answers in relation to the process of self-regulation of learning, the Zimmerman model is used in order to compare the perceptions collected versus the model proposed by the author. The sample consisted of 60 students of pedagogy from a university in Chile. The main findings show that students relate the concept of self-regulation of learning mainly with the general organization prior to the study and with the regulation of their emotions. Regarding the process of self-regulation of learning, it is concluded that the planning and execution phase are incipient, and their causes and effects are discussed.