Keywords
self-regulation
coaching effectiveness
coaching evaluation
self-regulated learning
How to Cite
Abstract
In recent years coaching has grown significantly as a process that facilitates the achievement of goals and fosters the development of skills. However, even today it receives multiple critics regarding the lack of theoretical support, the little empirical research that supports its successful results and that shows what changes – cognitive, motivational and affective – are experienced by people who take part in this type of process. This article explores the relationship between the processes of coaching and self – regulation. Its main focus is on presenting this relationship as a possible solution to the need of professionalizing the practice of coaching, using evidence-based techniques from the research on psychological processes, but above all, finding a solid theoretical foundation that supports its success. Some ideas of how the development of self - regulation can be benefited from coaching practices are also proposed. Finally, it presents some thoughts on what could be the direction of future research on the subject.
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