Le competenze autoregolative dell’attività di studio in comunità Virtuali

Recent studies show the importance of fostering the development of different self-regulative components: the cognitive, the metacognitive, the motivational and the affective. The focus has shifted from the theoretical study of the processes implied in self regulation to educational interventions. Specifically, the importance of research that analyzes the relationship among self regulation, new technologies and cooperative learning is growing. This study investigated how the participation in blended learning activities involving cooperation and metacognitive reflection, could promote the development of different self-reg- ulation competencies among first year university students. The study highlights the existence of a relation between cognitive and metacognitive components on one hand and between motivational and affective components from the other. It does not show any relationship between the two dyads of components