Relacionamento professor-aluno e auto-regulação da aprendizagem no 3º ciclo do ensino médio português

Azevedo, Ângela Sá; Dias, Paulo C.; Salgado, Ana; Guimarães, Teresa; Lima, Isabel; Barbosa, Andreia Carvalho Maciel

doi:10.1590/s0103-863x2012000200006

Cited by 11 publications

(10 citation statements)

References 21 publications

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“…According to Ryan (2008, 2012) and Ryan and Deci (2009) intrinsically motivated students become involved and remain in the task for their own pleasure, the challenge, the curiosity, and the interest that the activity awakens in them, while extrinsically motivated students fulfill the tasks to obtain external rewards and/or to demonstrate their competences and capacities to other people. Similar results have been reported in the literature (Azevedo et al, 2012;Boruchovitch, 2008a;Reeve, Ryan, Deci, & Jang, 2007).Although there is a consensus among researchers that motivated students are more involved in their learning process, it is common to find students who make frequent use of dysfunctional strategies that are detrimental to learning. To procrastinate, abuse alcohol and drugs, become involved in tasks that are not really needed, and do work at the last minute, are some examples of behaviors that reveal the involvement of the student in other activities in the days just before of an important examination or the deadline for an important task.…”

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confidence: 85%

Self-Regulated Learning in Students of Pedagogy1

Marini

Boruchovitch

2014

Paidéia (Ribeirão Preto)

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self-evaluation. Planning encompasses the processes, the prior knowledge and the initial beliefs that influence the learning of the subject, as well as the moment in which the student sets the goals and outlines the strategic plan to achieve them. Performance is related to what occurs during the learning. It involves the processes that stimulate the execution of the task, with emphasis on attention and self-monitoring. These processes help the student to better focus on the activities and improve their achievement. Finally, self-evaluation is linked to actions that occur after the completion of the task, giving the student the opportunity to review the directions taken and choices made.Cognitive and metacognitive theories of learning show that self-regulation indeed influences the actions of the Article Self-Regulated Learning in Students of Pedagogy 1 Abstract: Self-regulated learning is the process by which students plan, monitor and regulate their own learning. The aim of this study was to investigate relationships between motivation to learn, implicit theories of intelligence and self-handicapping strategies, and to examine the association of these variables in the prediction of the use of learning strategies in students of Pedagogy. The sample consisted of 107 Pedagogy students of two private universities of a city of São Paulo state. Data were collected using four Likerttype scales. Multivariate linear regression analyses revealed that participants with higher scores in the Learning Strategies Scale also presented significantly higher scores in intrinsic motivation and fewer reports of use of self-handicapping strategies. Higher scores in metacognitive strategies were significantly associated with both intrinsic an extrinsic motivation and with fewer reports of use of selfhandicapping strategies. Results are discussed in terms of the contribution of Psychology to teacher education.Keywords: self regulation, learning, pedagogy, metacognition, motivation Autorregulação da Aprendizagem em Estudantes de PedagogiaResumo: A autorregulação da aprendizagem é o processo pelo qual os estudantes planejam, monitoram e regulam o próprio aprendizado. Este estudo teve por objetivo pesquisar relações entre a motivação para aprender, as teorias implícitas de inteligência e as estratégias autoprejudiciais em estudantes de Pedagogia e examinar a associação dessas variáveis no emprego das estratégias de aprendizagem. Participaram 107 estudantes de duas instituições de ensino superior privadas de São Paulo. Os dados foram coletados por meio de quatro escalas do tipo Likert. A análise de regressão linear multivariada revelou que os participantes com maiores escores na Escala de Estratégias de Aprendizagem tiveram maior pontuação na motivação intrínseca e relataram menor uso de estratégias autoprejudiciais. Maior escore nas estratégias de aprendizagem metacognitivas associou-se significativamente às variáveis motivação intrínseca, extrínseca e para aprender, e com menor uso de estratégias autoprejudiciais. Os resultados são disc...

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confidence: 85%

Self-Regulated Learning in Students of Pedagogy1

Marini

Boruchovitch

2014

Paidéia (Ribeirão Preto)

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“…Furthermore, studies show that students who are motivated to dominate homework use more cognitive and meta-cognitive strategies (11). Self-adjustment or self-discipline strategies are executable plans which are used by learners in order to achieve preset goals (12). Thus, we must focus on increasing individuals' understanding of their work environments as well as support them in developing and applying self-adjustmentbased educational methods (13).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Teaching Self-adjustment-based Learning Strategies in Understanding Students’ Competencies and Motivational Beliefs

Alamdari

Nickname

2017

Razavi Int J Med

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Background: Self-adjustment-based learning is an important educational, scholarly, and experimental approach in educative, cognitive, and clinical psychology. Objectives: The present study was aimed to examine the effectiveness of teaching self-adjustment-based learning strategies in understanding of Islamic Azad University's (Research and Science Unit in Tehran) students' competencies and motivational beliefs. Methods: Research method was practical in terms of objective; and in terms of data collection method, it was quasi-experimental with pre-test, post-test type. The statistical population of the study consisted of all psychology students in Islamic Azad University, from whom 30 individuals were selected for a control group (15 individuals) and an experimental group (15 individuals), using a convenience sampling method. Data were collected using a self-made questionnaire for competency comprehension and Pintrich and DeGroot's motivational strategies for learning questionnaire. The analysis of the obtained data was done through SPSS software in two sections: descriptive (frequency, percentile frequency, mean, standard deviation, and variations) and inferential (covariance analysis). Results: Results showed that teaching self-adjustment-based learning strategies affects Islamic Azad University's psychology students' understanding of competencies and motivational beliefs. In addition, findings showed that due to self-adjustment-based learning strategies, students' understanding of competencies increased. Conclusions: Teaching self-adjustment-based learning strategies helps to enhance motivational beliefs.

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“…Desta forma, os resultados ratificam o que é apontado pela literatura acerca do fato de que as relações do professor com o aluno que chega à escola com habilidades acadêmicas mais desenvolvidas, que não possui uma história de fracasso escolar ou que é altamente motivado para realizar determinadas atividades ou para estudar (Jerome et al, 2008;Nurmi, 2012;Viecili & Medeiros, 2002) são melhores que as relações com o aluno que possui dificuldades acadêmicas, um histórico com retenções ou que não possui iniciativa para fazer as atividades (Azevedo et al, 2012;Baker, 2006;Nurmi, 2012;Viecili & Medeiros, 2002). Trata-se de um dado preocupante, visto que os alunos com problemas nas habilidades acadêmicas são alguns dos que mais precisam do apoio do professor (Osti & Martinelli, 2014).…”

Section: Discussionunclassified

“…Em contrapartida, a relação é pior quando o aluno possui dificuldades acadêmicas e/ou um histórico com retenções (Azevedo et al, 2012;Baker, 2006), que tem seus comportamentos punidos pelo professor, mesmo quando eles não se referem a atividades acadêmicas (Viecili & Medeiros, 2002). Relacionado a isso e à questão do ajustamento emocional acima exposto, alunos com desempenho acadêmico insatisfatório podem apresentar um autoconceito prejudicado, por perceberem que seus professores lhes criticam mais e os veem como bagunceiros, mentirosos e desatentos (Osti & Martinelli, 2014).…”

Section: Ajustamento Acadêmicounclassified

“…Apesar da importância do apoio do professor ao longo de todos os anos escolares, são vários os estudos que apontam que, no início da escolarização, o relacionamento professor-aluno tende a ser melhor e se caracterizar por mais afinidade e menos conflito, piorando com o passar dos anos (Azevedo et al, 2012;Barbosa et al, 2011;Brophy, 1983;Irvine, 1986;Jerome et al, 2008;Lamas et al, 2013;Murray-Harvey & Slee, 2010). Na educação infantil, há um maior envolvimento por parte dos professores, que apresentam mais habilidades sociais e, com maior frequência, atitudes de cuidado e proximidade física (Maia, Soares, & Victoria, 2009;Soares et al, 2009).…”

Section: Ano Escolarunclassified

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Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

Izbicki¹

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Izbicki, Sarah. (2015). Acceptance and rejection of students by their teachers at different grade levels. Dissertação de Mestrado, Instituto de Psicologia, Universidade de São Paulo, São Paulo.Perceptions, expectations and preferences of teachers differ according to several variables (students' characteristics, school curriculum, schools' rules etc.) and are expressed by them through different attitudes taken before the students, so that they considerably influence those youngsters' behavioral repertoire. Given (a) the importance of a positive relationship between teacher and student in the course of student's school life, (b) the changes which occur in this relationship over the years, and (c) that even minor changes in the quality of this relationship have relevant implications for the student's development, it is necessary to investigate which factors are associated with those changes. The general aim of this research is to reveal the controlling variables of rejection and acceptance of students, as reported by their teachers, assessing potential differences between three different grade levels. Specifically, the study aimed to (1) compare the frequencies in which the students of each gender are indicated as accepted or rejected by their teachers at the three levels, (2) compare the reasons reported by the teachers to indicate the students as accepted or rejected at the three levels and (3) identify possible associations between the reasons for acceptance and rejection and the gender of the indicated students. 21 teachers of first grade of elementary school, 16 of sixth year of middle school and 28 of ninth grade of high school completed a questionnaire in which they indicated three students they would keep in their class and three students they would not, explaining the reasons for the indications. Inferential analyses did not show differences between the gender of the accepted students, and revealed small associations between the reasons for acceptance and rejection and the sex of the student. Nonetheless, there were differences between the genders of the rejected students, where a higher proportion of rejected boys was found. There were also differences between reasons for acceptance along the different educational levels, where there was an increase in the number of citations to engagement in studies and a reduction in the number of citations to discipline. Finally, we found differences in the reasons for rejection, with an increase in the number of citations to the lack of engagement in the studies, and a reduction in the number of citations to the indiscipline. The results suggest different patterns of acceptances and rejection along the different educational levels, which can be used to delineate interventions that aim to deal effectively with the behavior of the people involved, creating more reforcing interactions for students and teachers and socially skilled repertoires in students.

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Relacionamento professor-aluno e auto-regulação da aprendizagem no 3º ciclo do ensino médio português

Cited by 11 publications

References 21 publications

Self-Regulated Learning in Students of Pedagogy1

Self-Regulated Learning in Students of Pedagogy1

The Effectiveness of Teaching Self-adjustment-based Learning Strategies in Understanding Students’ Competencies and Motivational Beliefs

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

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