Palabras clave
factores psicosociales
innovación educativa
Método PRISMA
revisión sistemática
Cómo citar
Plaudit
Resumen
El presente análisis examina la relación entre el aprendizaje autorregulado, la innovación educativa y los factores psicosociales en contextos educativos. El objetivo fue identificar estudios publicados entre 2013 y 2023 que abordaran el impacto del aprendizaje autorregulado en relación con los factores psicosociales y la innovación educativa, con el propósito de delimitar las metodologías y marcos teóricos aplicados. Utilizando el método PRISMA, se revisaron 208 investigaciones empíricas en inglés y español, provenientes de distintos países y niveles educativos. Tras aplicar los criterios de inclusión, solo 12 estudios fueron seleccionados, y únicamente tres abordaron las tres variables de forma conjunta. Los resultados evidencian una amplia diversidad metodológica que limita la comparación entre estudios. Se concluye que existe una necesidad de investigaciones más integradoras y sistemáticas, especialmente en niveles como secundaria y bachillerato, que utilicen enfoques diversos. Esta revisión representa un aporte relevante e innovador al ofrecer una visión actualizada, estructurada y crítica sobre cómo se ha estudiado el aprendizaje autorregulado en interacción con variables contextuales. Asimismo, destaca vacíos importantes en la literatura, lo que abre oportunidades para futuras investigaciones que profundicen en la comprensión del aprendizaje autorregulado desde un enfoque psicosocial y orientado a la transformación educativa.
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Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Derechos de autor 2025 Paloma Daniela Gómez Alvarez, Rocío Anaís Barrera Hernández, Eneida Ochoa Avila