Estrategias de autorregulación del aprendizaje y su efecto en el rendimiento lógico-matemático en estudiantes de básica media

Abstract

This article presents a systematic literature review on self-regulated learning (SRL) strategies and their effect on the logical-mathematical performance of middle school students (ages 11-15) in Latin American contexts. Based on Zimmerman’s cyclical model involving forethought, performance, and self-reflection, it analyzes how metacognitive, motivational, and emotional processes allow adolescents to plan, monitor, and evaluate their mathematical learning. These strategies help students overcome challenges such as anxiety, low self-efficacy, and lack of motivation. In Latin America, where low scores in PISA and TERCE persist, SRL emerges as a protective factor, especially in environments of socioeconomic inequality, mediated by variables like intrinsic motivation and school context. The methodology followed adapted PRISMA principles, selecting 28 articles from SciELO and Redalyc (2015-2025) through thematic search and qualitative analysis. The results highlight effective interventions, including problem-based learning, games, flipped classrooms, and digital platforms, which improve problem-solving, persistence, and emotional regulation. However, limitations such as small sample sizes and cross-sectional designs were observed. It is concluded that explicitly integrating SRL into secondary curricula, along with teacher training and closing digital gaps, promotes educational equity and lifelong autonomous learning. This approach transforms mathematics teaching toward reflective and competent perspectives.