Motivação para aprender no ensino fundamental e a associação com aspectos individuais e contextuais

Fernandes, G.; Lemos, Stela Maris Aguiar

doi:10.1590/2317-1782/20192019247

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…From this perspective, AP can be influenced by factors related to both the environment and the individual, and it is impacted by the interaction between these groups (Fernandes & Lemos, 2020). Moreover, school performance is intrinsically linked to effective SRL (Lourenço & Paiva, 2016).…”

Section: Academic Performancementioning

confidence: 99%

Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination

Lourenço,

Paiva

2024

IJCE

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Theoretical foundations in recent years emphasize that a significant number of students globally continue to exhibit a lack of commitment and motivation in school activities, leading to diminished proficiency levels in specific areas of study. The magnitude of this phenomenon, coupled with its evident social implications, suggests that we are facing restlessness and a growing demand for urgent answers and results. In the educational context, the sociocognitive perspective conceives the construct of self-regulation for learning as the management and mastery of a set of factors that emerge as crucial elements for high-quality learning and, predictably, academic success. To achieve this successful learning, it is crucial to manage and control variables such as volitional control strategies, planning of academic time management, and procrastination. The purpose of this study is to demonstrate, through the technique of structural equation modelling, that these variables impact students' self-regulation and predict academic performance. A sample of 565 students (Mage=12.97) from the 3rd cycle of basic education (7th, 8th, and 9th grades) participated, responding to a set of validated scales for the Portuguese context. The results indicated that students who employ more volitional control strategies and plan academic time management more effectively demonstrate higher levels of self-regulation for learning. However, those exhibiting higher levels of procrastination in school activities show a lower propensity to self-regulate their learning. Deepening the understanding of the elements that influence the learning process is crucial to promoting the quality of education and the development of autonomous, self-regulated, and competent students. A student who values school tasks, adopts self-regulatory strategies in their learning process, and manages their time dedicated to school activities appropriately and insightfully will undoubtedly be moving towards academic excellence.

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Section: Academic Performancementioning

confidence: 99%

Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination

Lourenço,

Paiva

2024

IJCE

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“…Within this perspective, AP can be shaped by elements associated with the environment as well as those related to the individual, being equally influenced by the interaction between these domains [33], and it is intrinsically linked to effective SRL [14].…”

Section: Introductionmentioning

confidence: 99%

Academic Performance of Excellence: The Impact of Self-Regulated Learning and Academic Time Management Planning

Lourenço,

Paiva

2024

Knowledge

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The Program for International Student Assessment highlights the persistent lack of commitment and motivation among students worldwide in their school activities, which are resulting in decreased proficiency levels in reading, mathematics, and science. The magnitude of this phenomenon, with its clear social implications, suggests that we are facing a concerning quest for immediate answers and results. This research focuses on the impact of the relationships between self-regulated learning processes and the planning of time management that is dedicated to school activities on student performance, specifically in the subjects of the Mother Tongue and Mathematics. The instruments used for analysis included the Inventory of Self-Regulated Learning Processes, the Inventory of Time Management Planning, a personal data sheet, and a school data sheet. The sample in this study consisted of 688 students from primary schools in northern Portugal. The results reveal that self-regulated learning has a positive influence on how students plan time management, both in the short and long term. Additionally, a positive and statistically significant relationship is observed between short-term and long-term time management planning and students’ academic performance. This study provides an in-depth perspective on the dynamics between these elements, shedding light on the crucial nuances that shape students’ academic journeys.

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“…In this context, the quality of the learning process is mediated by individual factors of the students (i.e., socioeconomic level; aspects of health and others), of the teachers (i.e., quality of education; motivation; and others) and by aspects inherent to the organization and school structuring (i.e., physical structure; pedagogical political project and others), as well as the quality of the relationships established between students, teachers, school (Bzuneck, 2009;Medeiros, Soares, & Monteiro, 2021) and family (Araújo et al, 2022) and also contextual and individual aspects (Fernandes & Lemos, 2020), or even considering the existence of +diagnoses such as ADHD (Oliveira, et al, 2019).…”

mentioning

confidence: 99%

Learning Motivation, Socioemotional Skills and School Achievement in Elementary School Students

Chiappetta-Santana

Jesuíno²,

Costa

2022

Paidéia (Ribeirão Preto)

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The motivation to learn is an element that drives student behavior and acts as a subjacent solving school demands, as well it influences the development and expression of socioemotional skills and school performance. This research constitutes a systematic review of the literature that investigated the relationship between motivation to learn, socioemotional skills and school performance in children enrolled in elementary school. A total of 9,631 abstracts from the ASSIA, EDUC, ERIC, PsycArticles, Science Direct, SCOPUS and Web of Science databases were examined, ending with 44 studies. The findings indicated a positive relationship between the three constructs, corroborating the literature that illustrates the benefits of various indicators of school and psychological well-being of children and adolescents to enhance learning and school performance. It is noteworthy that student-family and student-teacher interactions can favor student success or failure.

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Motivação para aprender no ensino fundamental e a associação com aspectos individuais e contextuais

Cited by 4 publications

References 21 publications

Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination

Self-Regulation in Academic Success: Exploring the Impact of Volitional Control Strategies, Time Management Planning, and Procrastination

Academic Performance of Excellence: The Impact of Self-Regulated Learning and Academic Time Management Planning

Learning Motivation, Socioemotional Skills and School Achievement in Elementary School Students

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