Promover aprendices autorregulados en la educación superior ¿Instrumento neoliberal o estrategia didáctica posible para la formación profesional?

Mainstream research on the self-regulation of learning has suggest-ed practical implications for teaching based on self-regulated learning strate-gies at all educational levels, including university education, to promote ad-justment to academic challenges and students’ successful performance. For critical educational psychologists this proposal legitimizes the formation of subjectivity professed by the neoliberal discourse in education. As a psycholo-gist and researcher, who studies self-regulation of learning from mainstream psychology, I propose a critical review of the methodological approaches we use to examine self-regulation of learning to demonstrate that this subject does not necessarily legitimize neoliberal discourse in education