ResumoA presente pesquisa teve como objetivo examinar o monitoramento metacognitivo de 159 estudantes do Ensino Fundamental e investigar suas relações com gênero, idade, nível de escolaridade, desempenho escolar e participação ou não no Programa de Recuperação Paralela. Os alunos eram do 3º e 4º anos e de 5ª e 8ª série com idade entre oito e quinze anos. Os dados foram coletados por um instrumento com exercícios de Monitoramento Metacognitivo em Língua Portuguesa e em Matemática e duas questões que avaliam a precisão do julgamento do participante.Os resultados revelaram que estudantes mais novos foram mais precisos no monitoramento e apresentaram melhor desempenho escolar, independentemente do gênero. A precisão do monitoramento diminuiu com o avançar da escolaridade e foi maior entre os alunos que não frequentavam o programa de recuperação paralela. Os dados são discutidos em termos das implicações do monitoramento metacognitivo para o contexto educacional. Palavras-chave:Autorregulação; metacognição; Educação Básica. Metacognitive Monitoringin students of elementary school AbstractThis study aimed to examine the metacognitive monitoring of 159 students of elementary school and investigate its relationship with gender, age, education level, school performance and participation or not in Parallel Recovery Program. The students were 3rd and 4th year and 5th and 8th grade aged between eight and fifteen years. Data were collected by an instrument with Metacognitive Monitoring exercises in Portuguese and mathematics and two questions that assess the participant's judgment accuracy. The results revealed that younger students were more accurate monitoring and showed better school performance, regardless of gender. The accuracy of monitoring decreased with advancing education and was higher among students who did not attend the parallel recovery program. The data are discussed in terms of the implications of metacognitive monitoring to the educational context. Keywords: Self-Regulation; Metacognition; Basic education. Supervisión Metacognitivo de alumnos de la Enseñanza Primaria ResumenLa presente investigación tuvo como objetivo examinar el monitoreo metacognitivo de 159 estudiantes de la Enseñanza Primaria e investigar sus relaciones con género, edad, nivel de escolaridad, rendimiento escolar y participación o no en el Programa de Recuperación Paralela.Los alumnos eran del 3 er y 4º curso y de 5ª y 8ª cursos con edad entre ocho y quince años. Los datos se recolectados por un instrumento con ejercicios de Supervisión Meta cognitivo en Lengua Portuguesa y en Matemáticas y dos cuestiones que evalúan la precisión del juzgamiento del participante. Los resultados revelaron que estudiantes más jóvenes fueron más precisos en la supervisión y presentaron mejor rendimiento escolar, independientemente del género. La precisión de la supervisión disminuyó con el avance de la escolaridad y fue mayor entre los alumnos que no frecuentaban el programa de recuperación paralela. Los datos son discutidos en términos de las implicaciones...
Scholars of Educational Psychology define self-regulated learning as a process in which the student plays an active role in managing their behaviors, thoughts and feelings as a means of achieving a particular goal. For this, it is necessary that individuals are able to plan, monitor and evaluate their learning. Therefore, metacognitive monitoring is an essential construct for the self-regulation of learning to occur. The present study aimed to characterize metacognitive monitoring and examine possible relationships with help seeking, self-concept and motivation of 159 students, of both genders, aged 08-15 years, enrolled in the 3 rd and 4 th year and 5 th to 8 th grades of Elementary Education in a public school. Four instruments were used for the data collection, which assessed metacognitive monitoring, asking for help, the intellectual and academic self-concept, and the motivational orientation to learn. The data obtained were analyzed using descriptive and inferential statistics. The results showed that the students presented average performance in the metacognitive monitoring instrument. It was observed that the younger participants were more precise when performing the monitoring, they reported not using the asking for help strategy, and they reported a positive academic self-concept, as well as a more intrinsic motivational orientation. A marked decrease was also observed in the precision of the metacognitive monitoring with the advance in education. Concerning the school performance, it was verified that the students who were more precise when performing the monitoring of the task demonstrated higher achievement in the subjects of Mathematics and Portuguese Language. The relevance of investigating metacognitive monitoring in elementary education students is discussed. It is expected that the results of this study may contribute to the expansion of knowledge related to the role played by metacognitive monitoring in self-regulated learning and promote a reflection concerning the pedagogical actions directed toward elementary education students.
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