Eficácia de um programa híbrido de promoção da autorregulação da aprendizagem para estudantes do ensino superior

Pelissoni, Adriane Martins Soares

doi:10.47749/t/unicamp.2016.970474

Cited by 2 publications

(3 citation statements)

References 103 publications

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“…Sob a égide da Teoria Social Cognitiva, a investigação sobre a autorregulação e autoeficácia tem atraído uma crescente atenção de pesquisadores brasileiros (BZUNECK, 2001;POLYDORO, AZZI, 2009;FONTES, NERI, YASSUDA, 2010;SAMPAIO, 2011;FREITAS-SALGADO, 2013;RAMOS 2015;AZZI, 2015;PEDERSEN, TORTELLA, 2015;GRACIOLA, 2015;PELISSONI, 2016;IAOCHITE et al, 2016;FRISON, 2016;JOLY, SERPA, BORGES, MARTINS, 2016). Por outro lado, as investigações sobre as abordagens à aprendizagem no contexto nacional são mais incipientes (MASCARENHAS et al 2009;MASCARENHAS et al, 2013;PELISSONI;.…”

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“…Na amostra, a média desse fator foi de 3,56 (DP=0,64). O resultado indica que os participantes algumas vezes realizam as atividades enunciadas de forma autônoma e autorregulada.Estudos realizados com universitários provenientes de diferentes regiões do Brasil, que aplicaram o IPAA, obtiveram resultados semelhantes aos encontrados neste estudo, isto é, os participantes indicaram que algumas vezes planejam, executam e avaliam suas atividades acadêmicas em decorrência de seus objetivos(PELISSONI, 2016;FREITAS-SALGADO, 2013;SAMPAIO, 2011;RAMOS, 2015).…”

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Autorregulação, autoeficácia, abordagens à aprendizagem e a escrita de universitários

Emilio¹

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The higher education student's academic success depends substantially on the way one perceives and develops one's writing skills against the demands from this context. With regard to these requirements, the student should be able to write using the specific vocabulary correspondent to the areas of knowledge. Also, he should adapt his writing to the different objectives and the different formats of texts required in the disciplines, and use the quotes from the consulted papers in a proper way. It is possible to observe in the literature a variety of research that shows that behavioral, cognitive and motivational variables play a significant role in students' writing. These variables include: learning self-regulation, self-efficacy for writing self-regulation, and approaches to learning. Hence, the present work aimed at analyzing the impact of these variables on the performance in the writing of summaries in a sample of university students. Two related studies were developed: 1) Translation, adaptation and validation of the Self-Regulation for Writing Scale (EAARE) for the Brazilian reality; 2) Identification, description and analysis of the nature of the relationships between learning selfregulation, self-efficacy for writing self-regulation, approaches to learning and performance in the writing of summaries. 430 university students participated in the first study, and 105 in the second one. All of them were enrolled in a public educational institution located in a city in the state of São Paulo. There were four self-report instruments in the Likert scale format, a characterization questionnaire, and a performance spreadsheet for summaries writing. The psychometric studies based on exploratory factor analysis, on the analysis of the relationship with external convergent variables, and on the verification of the internal consistency indicated that the EAARE is an instrument with evidence of validity and reliability for the Brazilian context. Regarding study 2, the results pointed to a statistically significant and positive correlation between learning self-regulation, self-efficacy for writing self-regulation, deep approach and performance in the writing of summaries. On the other hand, it was not possible to observe a significant correlation between superficial approach and performance in the writing of summaries. In the regression analysis, it was verified that only the variable learning selfregulation was significant in the prediction of the variance of the performance in the writing of summaries. Therefore, the important role of learning self-regulation for writing of summaries was ensured. These findings were discussed in consonance with the literature of the area. In addition, some theoretical, practical and methodological implications of this research were presented, as well as its limitations and a proposal of research agenda. It is expected that this study raises interest in researchers in pursuing investigation on the variables that influence student writing. Moreover, that it contributes to the developme...

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Autorregulação, autoeficácia, abordagens à aprendizagem e a escrita de universitários

Emilio¹

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“…Em uma proposta de intervenção visando à utilização de estratégias para um melhor enfrentamento de atividades acadêmicas, Freitas (2013) relata que oficinas desse tipo são positivas do ponto de vista dos estudantes, principalmente quando se trata de aspectos voltados para a autorregulação da aprendizagem. Na mesma abordagem teórica, Pelissoni (2016) apresenta uma proposta de intervenção baseada em uma disciplina, que foi ministrada para estudantes de diversos cursos de uma instituição de ensino superior brasileira e que, ao final, também responderam a um questionário avaliativo. Como resultado, a autora discute que são diferentes e inúmeras as características capazes de promover mudança, mas que esse tipo de intervenção pode apresentar relatos de variadas mudanças na vida acadêmica dos estudantes participantes.…”

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Avaliação de um programa de intervenção na escrita de sínteses para estudantes universitários

Carmo¹

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Eficácia de um programa híbrido de promoção da autorregulação da aprendizagem para estudantes do ensino superior

Cited by 2 publications

References 103 publications

Autorregulação, autoeficácia, abordagens à aprendizagem e a escrita de universitários

Autorregulação, autoeficácia, abordagens à aprendizagem e a escrita de universitários

Avaliação de um programa de intervenção na escrita de sínteses para estudantes universitários

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