Background:

self-regulation of learning is an important parameter for making teaching-methodological decisions, promoting self-management of knowledge.

Objective:

to analyze the appreciation of their self-regulation of learning, by first-year Medicine students of the 2021-2022 academic year, at the "Salvador Allende" Faculty of Medical Sciences.

Methods:

an exploratory, descriptive, cross-sectional and non-experimental investigation was carried out, with a mixed approach. Theoretical methods were used: analysis-synthesis, inductive-deductive and systemic approach; Empirical ones: the measurement instrument used consisted of a questionnaire made from an adaptation of the Self-regulation of Learning Scale, with the dimensions: attitude towards study, strategic approach to learning and metacognitive regulation; and mathematical-statisticalfor data processing.

Results:

it was determined that the self-regulation of learning was unsatisfactory, as there were deficiencies in two of its dimensions: strategic focus on learning and metacognitive regulation. The Attitude dimension towards the study obtained a satisfactory assessment, it was observed that the item corresponding to dedication to work with oriented tasks, had a weak direct relationship with personal interest, qualifications obtained and personal recognition. Of all the items considered in the survey, there was only a weak and indirect relationship between sex (p ˂ 0.01) with the request for help and taking advantage of the explanations of the classmates.

Conclusions:

the perception of self-regulation of learning by the study population showed difficulties in meaningful features of such behavior, which limits the willingness for autonomous learning.

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