Autorregulación del aprendizaje y el estado emocional de los estudiantes de básica superior y bachillerato general unificado de una Unidad Educativa que se encuentra ubicada en la ciudad de Quito en el periodo 2023- 2024.

Abstract

The purpose of this study is to determine the position between the self-regulation of learning and the emotional state of the students of an Educational Unit located in the city of Quito in the 2023-2024 academic period. The research is quantitative with a descriptive correlational scope. We worked with a population of 125 students, who were in 8th grade of upper elementary school to 3rd grade of unified general high school. Two psychometric instruments were used, the Test Trait Meta-Mood Scale (TMMS-24) to measure the emotional state variable and the Inventory of Self-regulated Learning Processes (IPAA) to measure the self-regulated learning variable, through the use . from the Google Forms tool. Regarding the results, they were analyzed through the SPSS program, concluding that there is indeed a significant positive relationship between the variables of selfregulation of learning and the emotional state in students, where it is established that emotional states are associated with a better self-regulation of learning. Focusing on the self-regulation of learning, it has been observed that there is a strong internal compensation between the dimensions focused on planning and execution with a coefficient of r=0.775. In emotional states, a considerable internal compensation has been seen between emotional clarity and emotional repair, with a coefficient of r=0.709. Demonstrating that the variables have a strong influence on each other within the study population. Which has confirmed the fulfillment of the objectives proposed in this report.