Educational mediation with life maps to strengthen self-directed learning in first-semester university students

The aim of this article is to describe the experience of mediation with life maps to strengthen self-directed learning in first semester university students, during the subject Taller de Integración Universitaria (University Integration Workshop) of the new Manresa curricula of the Universidad Ibero...

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Autor principal: Lopez Herrera, Angeles Eugenia
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2026
Materias:
Aprendizaje autodirigido
Mapas de vida
Metacognición
Motivación
Self-directed learning
Life maps
Metacognition
Motivation
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/905
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-905
record_format ojs
spelling I15-R208-article-9052026-01-01T13:40:55Z Educational mediation with life maps to strengthen self-directed learning in first-semester university students Mediación educativa con mapas de vida para el fortalecimiento del aprendizaje autodirigido en estudiantes universitarios de primer semestre Lopez Herrera, Angeles Eugenia Aprendizaje autodirigido Mapas de vida Metacognición Motivación Self-directed learning Life maps Metacognition Motivation The aim of this article is to describe the experience of mediation with life maps to strengthen self-directed learning in first semester university students, during the subject Taller de Integración Universitaria (University Integration Workshop) of the new Manresa curricula of the Universidad Iberoamericana, Mexico City. The research methodology was the development of an Action Research Participation by the students on themselves in order to diagnose, plan, act and reflect on the curricular thematic contents (time management, emotion management, learning styles and study habits, and Ignatian leadership). This was done through the use of plateaus and life maps to strengthen the dimensions of self-directed learning: cognitive strategies, metacognition and motivation. The results of the IAP (Participatory Action Research [PAR] by its acronym in English) affirm that life maps contribute to the development of two dimensions of self-directed learning: metacognition and motivation. These favor evidence-based informed decision making by students to establish cycles of constant improvement of their learning process. El presente artículo tiene por objetivo el describir la experiencia de mediación con mapas de vida para fortalecimiento del aprendizaje autodirigido en estudiantes universitarios de primer semestre, durante la asignatura Taller de Integración Universitaria de los nuevos planes de estudio Manresa de la Universidad Iberoamericana, Ciudad de México. La metodología de investigación fue el desarrollo de una Investigación Acción Participación, IAP, por parte del estudiantado sobre sí mismos/as para diagnosticar, planear actuar y reflexionar sobre los contenidos temáticos curriculares (gestión del tiempo, gestión de las emociones, estilos de aprendizaje y hábitos de estudio, y liderazgo ignaciano). Lo cual se realizó por medio de mesetas y mapas de vida para fortalecer las dimensiones del aprendizaje autodirigido: estratégicas cognitivas, metacognición y motivación. Los resultados de la IAP, afirman que los mapas de vida contribuyen el desarrollo de dos dimensiones del aprendizaje autodirigido: la metacognición y la motivación. Las cuales favorecen a la toma de decisiones informada basada en evidencia por parte del estudiantado para establecer ciclos de mejora constante de su aprendizaje. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2026-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/905 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 21 (2026) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/905/850 Derechos de autor 2025 Angeles Eugenia Lopez Herrera https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Aprendizaje autodirigido
Mapas de vida
Metacognición
Motivación
Self-directed learning
Life maps
Metacognition
Motivation
spellingShingle Aprendizaje autodirigido
Mapas de vida
Metacognición
Motivación
Self-directed learning
Life maps
Metacognition
Motivation
Lopez Herrera, Angeles Eugenia
Educational mediation with life maps to strengthen self-directed learning in first-semester university students
topic_facet Aprendizaje autodirigido
Mapas de vida
Metacognición
Motivación
Self-directed learning
Life maps
Metacognition
Motivation
author Lopez Herrera, Angeles Eugenia
author_facet Lopez Herrera, Angeles Eugenia
author_sort Lopez Herrera, Angeles Eugenia
title Educational mediation with life maps to strengthen self-directed learning in first-semester university students
title_short Educational mediation with life maps to strengthen self-directed learning in first-semester university students
title_full Educational mediation with life maps to strengthen self-directed learning in first-semester university students
title_fullStr Educational mediation with life maps to strengthen self-directed learning in first-semester university students
title_full_unstemmed Educational mediation with life maps to strengthen self-directed learning in first-semester university students
title_sort educational mediation with life maps to strengthen self-directed learning in first-semester university students
description The aim of this article is to describe the experience of mediation with life maps to strengthen self-directed learning in first semester university students, during the subject Taller de Integración Universitaria (University Integration Workshop) of the new Manresa curricula of the Universidad Iberoamericana, Mexico City. The research methodology was the development of an Action Research Participation by the students on themselves in order to diagnose, plan, act and reflect on the curricular thematic contents (time management, emotion management, learning styles and study habits, and Ignatian leadership). This was done through the use of plateaus and life maps to strengthen the dimensions of self-directed learning: cognitive strategies, metacognition and motivation. The results of the IAP (Participatory Action Research [PAR] by its acronym in English) affirm that life maps contribute to the development of two dimensions of self-directed learning: metacognition and motivation. These favor evidence-based informed decision making by students to establish cycles of constant improvement of their learning process.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2026
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/905
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first_indexed 2026-01-04T05:08:13Z
last_indexed 2026-01-04T05:08:13Z
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