The promotion of socio-emotional skills in educational contexts is highly beneficial to individuals' global adjustment and development. Evaluation research suggests that interventions for the promotion of socio-emotional skills are effective. However, most of this work has been carried out in the USA and there is now a pressing need to evaluate interventions at the cross-cultural level. This 4-year study evaluated the effectiveness of a teacher manual-based intervention for the promotion of social and emotional skills in Portuguese elementary school children. Using a quasi-experimental design, teachers taught manual-based strategies to children in the experimental group, focusing on specific social and emotional skills. These strategies were integrated as part of the curricular activities. Results showed statistically significant differences between the experimental group and the control group on the evaluated outcomes (self-control, emotional differentiation, emotional regulation, social skills, and self-esteem). For each of the dimensions studied, effect sizes were large (above 0.80). Findings are similar to those reported by international research evaluating the effectiveness of programmes for the promotion of social and emotional skills in school-age children. This study is an important contribution in the establishment of evidence-based socio-emotional skills programmes at the cross-cultural level.
ResumoA motivação é um tema essencial quando se refl ete sobre a aprendizagem e o sucesso escolar. A autorregulação da motivação na aprendizagem (AMA) é identifi cada como um aspeto fundamental das competências de autorregulação da aprendizagem. O processo de AMA inclui o metaconhecimento sobre a motivação e as estratégias de regulação da motivação. Neste estudo, a Escala de Autorregulação da Motivação na Aprendizagem (EAMA) foi aplicada a 316 estudantes entre o 7º e o 9º ano de Escolaridade. Os resultados obtidos indicam que as expectativas de autoefi cácia, o valor da tarefa e as metas de realização são bons preditores do uso de estratégias de AMA. Foram encontradas diferenças entre os géneros e o ano escolar na utilização de estratégias e nas crenças motivacionais. Palavras-chave: Autorregulação da motivação, adolescentes, autoefi cácia, metas de realização, valor da tarefa.
AbstractMotivation is a key element regarding learning and school success. Self-regulation of motivation (SRM) is identifi ed as a fundamental aspect of self-regulated learning. The SRM process includes metamotivational knowledge and regulation of motivation strategies. In this study, the Self-Regulation of Motivation in Learning Scale (SRMS) was applied to 316 students from 7 th to 9 th grades. Results demonstrate that self-effi cacy expectations, task value, and achievement goals are good predictors for the use of SRM strategies. Gender and grade differences were found in the use of strategies and motivational beliefs.
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Autor(es):Paulino, Paula; Sá, Isabel; Silva, Adelina Lopes da Crenças e estratégias da motivação na aprendizagem: Desenvolvimento de uma escalaCrenças e estratégias da motivação na aprendizagem: Desenvolvimento de uma escala • pág. 65-87
The self-regulation of motivation (SRM) implies that students can regulate their motivation to learn, a process that has a positive impact on academic achievement. SRM regulates students' behavior through strategies that are influenced by motivational beliefs (e.g., expectations, goals, and values). The self-regulation of motivation allows students to motivate themselves and guides their behavior, and thus, becomes part of the self-regulatory process. In this paper our goal was to identify beliefs regarding motivation to learn, more specifically those that promote students´ use of self-regulation of motivation strategies. The Self-Regulation of Motivation for Learning Scales (SRMLS) is an inventory developed to assess the SRM process in two major dimensions: motivational beliefs and SRM strategies. In order to achieve our goals 550 students from 7th to 9th grades responded to SRMLS. Selfefficacy expectations, task value and achievement goals are good predictors of self-regulation of motivation strategies. Results suggest that self-efficacy expectations, task value and achievement goals may be important in promoting student´s regulation of motivation for learning. Future implications for research and education are discussed.
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