Autorregulação da Aprendizagem de Alunos de Cursos a Distância em Função do Sexo

Pavesi, Marilza Aparecida; Alliprandini, Paula Mariza Zedu

doi:10.17921/2447-8733.2015v16n2p100-108

Cited by 7 publications

(9 citation statements)

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“…Moreover, students also reported having problems in time management and difficulty to monitor their comprehension while learning. Overall, the findings are consistent with the literature, which indicates that students enter university with gaps in many areas and lack strong and desirable strategic and self-regulatory skills to cope with the demands of higher education (Bembenutty, 2011;Boruchovitch and Ganda, 2013;Marini and Boruchovitch, 2014;ACT, 2016;Araújo et al, 2016;Pavesi and Alliprandini, 2016;Weinstein and Acee, 2018;Biwer et al, 2020). The attitude scale, on the other hand, had the highest mean and median in the LASSI.…”

Section: Discussionsupporting

confidence: 88%

“…Furthermore, research suggests that university students need to become more proactive, strategic, and self-regulated lifelong learners so they can meet the demands of global economy and modern workforce in rapid evolution (see Pew Research Center, 2016; Weinstein and Acee, 2018). Nevertheless, as the need for greater knowledge, skills, and adaptability in the workforce has increased, the number of students admitted to higher education without appropriate skills to learn has also increased (Bembenutty, 2011;Marini and Boruchovitch, 2014;ACT, 2016;Pavesi and Alliprandini, 2016;Endo et al, 2017;Medeiros and Bittencourt, 2017;Biwer et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Self-Regulated Learning of Brazilian Students in a Teacher Education Program in Piaui: The Impact of a Self-Regulation Intervention

et al. 2020

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Research on teacher education has shown that self-regulated learning (SRL) is relevant for improving learning skills of future teachers. Evidence also suggests that teacher education programs would benefit from fostering SRL in their students and teaching them to use SRL as a teaching practice. This dual focus could help students become more successful students and teachers, better prepared to foster SRL in their future classrooms. The objective of the present research was to investigate learning and study strategies and self-efficacy for learning beliefs among undergraduate students enrolled in teacher education programs at a public university in Brazil. Another aim was to design an SRL intervention, in two formats, and examine the effectiveness of each format at strengthening participants' self-regulatory skills. To achieve these goals, the study was conducted in two phases. In phase 1, 220 participants completed this Learning and Study Strategies Inventory and the Self-efficacy for Learning form. Findings suggested a need for improving future teacher students' self-regulatory skills and provided a basis for the second phase, whose goal was to examine an intervention program using a quasi-experimental research design with three stages: pretest, intervention, and posttest. Three classes were randomly assigned to three different treatment conditions: Experimental Group I (EGI) received theoretical content about SRL and self-reflective questions (format 1), Experimental Group II (EGII) received theoretical content about SRL only (format 2), and the Control Group (CG) only completed the assessments. Data from the first phase were used as pretest measures for the second phase. The sample for phase 2 of this study was composed of 53 students. EGI had 22 students, EGII 12, and CG 19. Results comparing EG I with EG II showed no statistically significant group × time interactions. However, when compared with CG, EGI showed statistically significant gains over the control group on five outcome measures, whereas EG II showed statistically significant Arcoverde et al. Self-Regulated Learning of Brazilian Students gains over the control group on three of the outcome measures. This suggested benefits to receiving the interventions and that EG I may yield additional benefits over EG II. Theoretical and practical implications for pre-service teachers and teacher education programs are discussed.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning of Brazilian Students in a Teacher Education Program in Piaui: The Impact of a Self-Regulation Intervention

et al. 2020

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“…Results show that students generally report using learning and study strategies, with some strategies being reported more than others. These findings converge with research on strategic and self-regulated learning (Arcoverde et al, 2020 ; Iqbal et al, 2010 ; Pavesi & Alliprandini, 2016 ). The attitude scale showed the highest score.…”

Section: Discussionsupporting

confidence: 87%

“…Although Brazilian studies are still incipient, their findings converge with findings of international studies because both lines of research indicate that university students tend to use learning and study strategies (Boruchovitch et al, 2020;Iqbal et al, 2010;Pavesi & Alliprandini, 2016). They also show some differences in selfreported strategy usage by gender (Bartalo & Guimarães, 2008;Bender & Garner, 2010;Boruchovitch et al, 2020;Braten & Olaussen, 1998;Carpenter et al, 2014;Endo et al, 2017;Lins, 2013;Silva et al, 2016), course semester (Bortoletto, 2011;Boruchovitch et al, 2020;Endo et al, 2017;Marušić et al, 2017;Silva et al, 2016), age (Bortoletto, 2011;Boruchovitch et al, 2020;Braten & Olaussen, 1998;Martins, 2016), and program degree areas (Bartalo & Guimarães, 2008;Martins, 2016).…”

Section: Learning Strategies Self-efficacy and Sociodemographic Factorsmentioning

confidence: 78%

Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Arcoverde

Boruchovitch

Góes

et al. 2022

Psicol. Refl. Crít.

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Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

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“…Ao abordar a característica pessoal, estudos evidenciam a existência de diferenças significativas entre fatores que influenciam o nível de utilização das estratégias metacognitivas de aprendizagem autorregulada, como idade, gênero, estágio no curso, tempo de estudo e desempenho acadêmico (ROSÁRIO, 2001;BEMBENUTTY, 2007; LOMBAERTS; ENGELS; VAN BRAAK, 2009;SCHLEIFER;DULL, 2009;PARRA et al, 2014;LIMA FILHO;LIMA;BRUNI, 2015;PAVESI;ALLIPRANDINI, 2015;SILVA et al, 2016;SILVA;BIAVATTI, 2018;SILVA et al, 2020).…”

Section: Introductionunclassified

Fatores explicativos do nível de utilização das estratégias metacognitivas de aprendizagem autorregulada dos estudantes de contabilidade

Silva

Valeretto

Ferreira

et al. 2021

R. Gestão Univ. Amer. Lat. GUAL

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Este estudo objetiva identificar os fatores que explicam o nível de utilização das estratégias metacognitivas de aprendizagem autorregulada dos estudantes de contabilidade. Os dados foram coletados por meio de questionários aplicados aos discentes do curso presencial de Ciências Contábeis de uma instituição federal do estado do Mato Grosso do Sul/Brasil e, no total, 107 questionários, fundamentados na metodologia Self-Regulated Learning (SRL), fizeram parte da amostra. As análises consideraram as 14 estratégias metacognitivas de aprendizagem autorregulada definidas por Zimmerman e Martinez-Pons (1986) e foram feitas mediante as técnicas de estatística descritiva, análise fatorial e regressão linear múltipla. Como resultado, a nota de desempenho acadêmico e o tempo de estudo apresentaram significância com o nível de utilização das estratégias da dimensão Estabelecimento de objetivos e Execução; o tempo de estudo influencia o nível de utilização das estratégias da dimensão Autoavaliação, Organização e Estrutura Ambiental; e a síndrome do impostor e a idade apresentaram relação com o nível de utilização das estratégias da dimensão Autoconsequência e Repetição e memória. Como implicações, as descobertas empíricas podem subsidiar professores, acadêmicos, pesquisadores e instituições educacionais a compreenderem como estes estudantes estruturam suas ações em sala de aula, sobretudo porque muitas dessas ações podem estar ancoradas nas próprias atitudes docentes. Logo, conclui-se que o professor também pode auxiliar o aluno a encontrar o próprio caminho de regulação das atividades que realiza, a valorizar as estratégias que ele utiliza e a descobrir novas trajetórias.

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Autorregulação da Aprendizagem de Alunos de Cursos a Distância em Função do Sexo

Cited by 7 publications

References 0 publications

Self-Regulated Learning of Brazilian Students in a Teacher Education Program in Piaui: The Impact of a Self-Regulation Intervention

Self-Regulated Learning of Brazilian Students in a Teacher Education Program in Piaui: The Impact of a Self-Regulation Intervention

Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Fatores explicativos do nível de utilização das estratégias metacognitivas de aprendizagem autorregulada dos estudantes de contabilidade

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