Estrategias activas para el aprendizaje autónomo: Un enfoque en Alumnos de Secundaria.

Abstract

The manuscript presents a focus on evaluating the development of autonomous learning in high school students. Through tests applied before and after educational interventions, data were collected for female students and a control group. The results show a positive evolution in learning autonomy, highlighting improvements in self-evaluation, planning, self-regulation, and communication and social skills. Motivational strategies proved to be a crucial component, enhancing students' confidence and intrinsic motivation to learn and manage their emotions effectively. The findings highlight the importance of fostering an educational environment that supports the development of self-directed skills, suggesting that such approaches can significantly influence students' ability to learn independently and effectively.