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The research aimed to recognize the effects of strengthening self-regulated learning in argumentation. The methodology was qualitative and used the parameters of action research. The work unit was made up of twenty-seven Law students at the University of Atacama–Chile. The results show that significant progress was made regarding the creation of arguments and thephases of self-regulated learning. It is concluded that self-regulated learning contributes to the improvement of argumentation, so it is necessary to continue building and applying strategies for its strengthening.

Desarrollo de la argumentación mediante el fortalecimiento del aprendizaje autorregulado en estudiantes de Derecho en Chile