2018
DOI: 10.1590/2175-623665212
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Abstract: -Teaching Activities that Develop Learning Self-Regulation.This text addresses a study that aimed to identify the system of teachinglearning activity which best propitiates the development of strategies of self-regulation of learning in two first-year classes of formal literacy in French schools. The research development was carried out according to a qualitative observational perspective, inspired by the mixed conception of ethnographic methodology and activity theory. The results showed that the activities c… Show more

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Cited by 9 publications
(4 citation statements)
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“…Self-regulated learning is the ability of the learner to control and regulate his own learning through the usage of cognitive and metacognitive strategies (Alario-Hoyos et al, 2017). There are three categories of strategies that students should employ to regulate their own learning (Basso & Abrahão, 2018) cognitive strategies, metacognitive strategies; and resource management strategies. Researchers unanimously recognize that self-regulated learning is one of the most essential skills that students should possess, particularly in this information age (Chen, 2002).…”
Section: Theoretical Reviewmentioning
confidence: 99%
“…Self-regulated learning is the ability of the learner to control and regulate his own learning through the usage of cognitive and metacognitive strategies (Alario-Hoyos et al, 2017). There are three categories of strategies that students should employ to regulate their own learning (Basso & Abrahão, 2018) cognitive strategies, metacognitive strategies; and resource management strategies. Researchers unanimously recognize that self-regulated learning is one of the most essential skills that students should possess, particularly in this information age (Chen, 2002).…”
Section: Theoretical Reviewmentioning
confidence: 99%
“…Os professores precisam estar habituados e capacitados a aplicar estratégias que levem a autorregulação nos seus alunos. Para isso, as universidades devem promover programas de gestão de aprendizagem, que levem ao desenvolvimento de autonomia e capacidade de aprender dos seus alunos, tornando-os protagonistas do seu aprendizado (MAGALHÃES, 2012;BASSO;ABRAÃO, 2018).…”
Section: Fases E Subprocessos Da Autorregulação Da Aprendizagemunclassified
“…Además, promueven el uso de estrategias de procesamiento profundo, como elaborar, organizar, personalizar y transferir conocimiento (Häkkinen et al, 2017;McMahon y Oliver, 2001;Perry, 1998;Perry et al, 2018). En lo motivacional, el desafío que provocan las altas demandas despierta el interés por la tarea, lo que ayuda al despliegue de los esfuerzos cognitivos e influye en que los estudiantes persistan en la tarea durante su ejecución (Fase III) (Puntel y Menna, 2018;Perry et al, 2002;Lodewyk et al, 2009).…”
Section: Estructura De La Tareaunclassified