Learning Strategies and Emotional Regulation of Pedagogy Students

Bortoletto, Denise; Boruchovitch, Evely

doi:10.1590/1982-43272355201311

Cited by 24 publications

(28 citation statements)

References 26 publications

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“…Similar results were found in the study of Bortoletto and Boruchovitch (2013), in which students of the first year of a teacher education course obtained a higher mean for the reported use of learning strategies, when compared to the students of the subsequent years.…”

Section: Discussionsupporting

confidence: 87%

“…The score ranges between 49 and 196, so that the higher the scores achieved, the more strategic the student is. As described by Bortoletto and Boruchovitch (2013) and Cunha and Boruchovitch (2012), analyses of the psychometric properties of the scale performed with 1,490 university students revealed high internal consistency, estimated through the Cronbach's alpha (α = .85), Guttman Split-half (α = .74) and Spearman Brown (α = .74) coefficients. For the sample of the present study, the Cronbach's alpha was .83.…”

Section: Learning Strategies Assessment Scale For Universitymentioning

confidence: 67%

“…Evidence suggests that several factors are associated with self-regulated learning, some of which have been the focus of investigation. Most recently, researchers have emphasized studies involving the variables: learning strategies (Bortoletto & Boruchovitch, 2013;Clayton, Blumberg, & Auld, 2010;Cunha & Boruchovitch, 2012;Donaciano & Almeida, 2011;Karabenick & Dembo, 2011), motivation to learn (Azevedo et al, 2012;Berger & Karabenick, 2011;Boruchovitch, 2008a;Brophy, 2010;Bzuneck, 2005), implicit theories of intelligence (Boruchovitch, 2001;Dweck, 2006;King, 2012) and self-handicapping strategies (Ganda & Boruchovitch, in press;Rhodewalt, 2008), among others. Learning strategies, according to Nisbett and Shucksmith (1987), are conscious processes that can be used by students to achieve the learning objectives.…”

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confidence: 99%

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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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Section: Discussionsupporting

confidence: 87%

Section: Learning Strategies Assessment Scale For Universitymentioning

confidence: 67%

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Self-Regulated Learning in Students of Pedagogy1

Marini

Boruchovitch

2014

Paidéia (Ribeirão Preto)

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“…Además, como se encuentra en la literatura revisada, los estudiantes que reportan altas puntuaciones en estrategias de estudio, también parecen tener menos dificultades personales, y por esto son capaces de controlar sus emociones de tristeza y rabia, y de mantener su felicidad (Bortoletto & Boruchovitch, 2013).…”

Section: Discussionunclassified

Autoeficacia y vivencias académicas en estudiantes universitarios

Valdebenito

2017

Act.Colom.Psicol.

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Este trabajo contó con apoyo de CONICYT a través del Programa de Capital Avanzado 79090016 y del proyecto FONDECYT 1161502. Modelo explicativo de la permanencia y el abandono de los estudios universitarios basado en procesos cognitivo motivacionales. Autoeficacia y vivencias académicas en estudiantes universitarios ResumenEl objetivo de este estudio fue establecer las relaciones existentes entre las dimensiones del constructo de autoeficacia en conductas académicas y vivencias académicas de estudiantes de pregrado de diversas universidades chilenas. Con un muestreo de tipo no probabilístico, participaron 405 estudiantes de psicología, ingeniería y pedagogía. Se aplicó la escala de autoeficacia en conductas académicas y el cuestionario de vivencias académicas, y tras un análisis de correlaciones y de correlaciones canónicas entre las variables, se encontraron relaciones directas entre todas las dimensiones de autoeficacia en conductas académicas y vivencias académicas, excepto en las de autoeficacia académica y dificultades personales, en donde la relación fue inversa. Los hallazgos concuerdan con estudios previos en lo que se refiere a las correlaciones entre variables; y se encontraron tres dimensiones canónicas que describen a los estudiantes según su carrera universitaria: autoeficacia real vs. vivencia académica basada en estrategia de estudios; estilo de comunicación y excelencia vs. estilo personal e interpersonal; y atención general vs. valoración de la carrera y de la institución. Palabras clave: Autoeficacia académica, vivencias académicas, adaptación universitaria. Self-efficacy and academic experiences with university students AbstractThe aim of this study was to analyze the relationship between the dimensions of the self-efficacy construct in academic behaviors and academic experiences with undergraduate students. 405 students of Psychology, Engineering and Pedagogy from various Chilean universities participated. The sampling was non probabilistic. The Self-efficacy Scale in Academic Behaviors and the Academic Experiences Questionnaire were applied. Analysis of correlations between variables and canonical correlations were performed. Direct relationships were found between the dimensions of self-efficacy in academic behaviors and academic experiences, except in academic self-efficacy and personal difficulties, where an inverse relationship was found. The findings were consistent with previous studies which refer to correlations between variables. There were three canonical dimensions describing students according to their university studies: real self-efficacy vs. academic experience based on study strategy; communication style and excellence vs. personal and interpersonal style, and general attention vs. assessment of the studies and the institution.

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“…Furthermore, significant positive correlations were found for the total score of the strategies scale and its subscales with intrinsic motivation and significant negative correlations with extrinsic motivation, as well as positive correlations with emotional regulation strategies among students of public and private universities of cities of São Paulo and the state of Minas Gerais. Further details can be found in recent works (Bortoletto & Boruchovitch, 2013;Cunha & Boruchovitch, 2012).…”

Section: Learning Strategies Assessment Scale For University Studentsmentioning

confidence: 99%

Psychometric Studies of the Learning Strategies Scale for University Students

Boruchovitch

Santos

2015

Paidéia (Ribeirão Preto)

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The aim of this article is to examine the psychometric properties of a learning strategies scale for university students. The scale was composed of 49 Likert scale items related to cognitive and metacognitive strategies. It was applied in a sample of 1,490 university students. The factor analysis revealed that 35 items had acceptable loadings and identified a three factor structure: Factor 1 - Cognitive and Metacognitive Self-regulation, Factor 2 - Internal Resource and Context regulation, and Factor 3 - Social regulation. Its internal consistency was assessed by Cronbach’s alpha and was .87 for the total scale, .86 for Factor 1, .71 for Factor 2 and .65 for Factor 3. The total variance explained was 26.6%. Further studies are suggested based on confirmatory factor analyses, so that the scale can be better utilized in psychoeducational evaluation.

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Learning Strategies and Emotional Regulation of Pedagogy Students

Cited by 24 publications

References 26 publications

Self-Regulated Learning in Students of Pedagogy1

Self-Regulated Learning in Students of Pedagogy1

Autoeficacia y vivencias académicas en estudiantes universitarios

Psychometric Studies of the Learning Strategies Scale for University Students

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