Self-regulation as an academic resource in the development of critical thinking in university students

Authors

DOI:

https://doi.org/10.31637/epsir-2025-1581

Keywords:

critical thinking, self-regulation of learning, psychopedagogical strategies, students, pedagogy, higher education, university training, professional development

Abstract

Introduction: Critical thinking is essential in university education, as it involves the ability to reason and make decisions, as well as a critical and reflective sense of self, impacting the development of skills necessary for the formation of one's own professional judgment. The study evaluated the effect of psychopedagogical strategies focused on self-regulation in the development of critical thinking. Methodology: A pre-experimental design with pre- and post-tests was used, comparing the level of critical thinking development in first-year students at the beginning and end of the academic period. The Collegiate Learning Assessment (CLA+) test, which measures skills related to this competence, was applied. The study population consisted of 70 first-year pedagogy students from the Bernardo O’Higgins University. Results: The results indicate a significant improvement in students' critical thinking, highlighting the importance of self-regulation in its development. Discussion: The hypothesis that methodologies explicitly incorporating self-regulation are needed in the university curriculum is reinforced. Conclusions: The intervention in self-regulation strengthens the development of critical thinking, demonstrating that strategies focused on this skill are crucial for improving the professional competencies of university students.

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Author Biographies

Carolina Pérez González, Universidad Bernardo O'Higgins

Outstanding Chilean/Spanish academic with a background in education and psychology. A graduate in Education, she holds a Master's degree in Special Education from the Pontificia Universidad Católica de Chile and is in the process of obtaining her doctorate in Psychology from the Universidad Internacional Iberoamericana in Mexico. She has held various management roles at Universidad del Pacífico and Universidad Bernardo O'Higgins in Chile, where she is Director of Learning Support and General Education. Her experience includes undergraduate and graduate teaching, research in education, inclusion and educational management. She has participated in seminars and international conferences and has published research on self-regulation of learning and critical thinking in higher education. Her career is marked by a commitment to educational quality and university inclusion.

Ricel Martínez Sierra, Universidad Internacional Iberoamericana

PhD in Educational Sciences and Bachelor of Psychology, with 20 years of experience in higher education. She is the author of several scientific publications in education and psychology, featured in high-impact books and journals. She works as an undergraduate professor in psychology and pedagogy. She also teaches postgraduate courses in Cuba, Mexico, Puerto Rico, and Spain. She has delivered courses on developmental psychology, learning psychology, psychology of attention and perception, neuropsychological intervention in disability and learning disorders, the design of neuroeducation programs, and competency development. She has supervised master's theses and doctoral dissertations in psychology and pedagogy, and has experience in university educational management. She has collaborated in the organization of international conferences.

References

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Published

2025-02-17

How to Cite

Pérez González, C., & Martínez Sierra, R. (2025). Self-regulation as an academic resource in the development of critical thinking in university students. European Public & Social Innovation Review, 10, 1–16. https://doi.org/10.31637/epsir-2025-1581

Issue

Vol. 10 (2025)

Section

Education

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Copyright (c) 2025 Carolina Pérez González, Ricel Martínez Sierra

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