Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental

Rosário, Pedro; Mourão, Rosa; Soares, Serafim; Chaleta, Elisa; Grácio, Luísa; Simões, Fátima; Núñez, José Carlos; González-Pienda, Júlio António

doi:10.1590/s1413-73722005000300002

Cited by 38 publications

(65 citation statements)

References 30 publications

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“…Estos estudiantes manifi estan, aunque no siempre son totalmente conscientes de ello, una teoría personal sobre el estudio que les permite mantener en su actividad diaria una conducta de estudio bien ajustada, conducta que parecen haber desarrollado por sí solos sin que nadie se haya dedicado a enseñarles las formas efi caces para estudiar (Rosário, Mourão, Soares, Chaleta, Grácio, Núnez & González-Pienda, 2005;Zimmerman, 2002).…”

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Diferencias en rendimiento académico según los niveles de las estrategias cognitivas y de las estrategias de autorregulación

Arias¹,

Rodrı́guez²,

Cabanach³

et al. 2013

Summa Psicológica

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ResumenEntendiendo el estudio como una actividad estratégica y autorregulada y tomando como referencia la diferenciación entre estrategias cognitivas y estrategias de autorregulación realizada por diversos autores, en este trabajo se pretende comprobar si diferencias en el uso de estos tipos de estrategias conllevan niveles distintos de rendimiento académico. Los datos han sido recogidos a partir de 447 estudiantes de los cuatro cursos de la Enseñanza Secundaria Obligatoria (12 a 16 años, aproximadamente) correspondientes al Sistema Educativo Español. Han sido aplicados instrumentos de evaluación de estrategias cognitivas y de autorregulación y se han observado los logros académicos en diferentes áreas curriculares (matemática, lengua española, lengua inglesa, ciencias sociales y naturales, y música). Los resultados obtenidos indican nítidamente que cuanto mayor es el uso de estrategias cognitivas y de autorregulación, mayor es también el rendimiento académico en las áreas curriculares evaluadas.Palabras clave: Estrategias cognitivas, aprendizaje autorregulado, rendimiento académico. AbstractUnderstanding study as a strategic and self-regulated activity and having in mind the distinction between cognitive and self-regulated learning strategies suggested in the literature, this paper analyses whether the differences in the use of this kind of strategies leads to different levels of academic achievement. Data were collected using a sample of 447 (12 to 16 years-old) students from Spanish Secondary Compulsive Education. Various instruments were applied to assess students' cognitive and self-regulated learning strategies. Students' marks in Maths, Spanish, English (Foreign language), Science, Social studies and Music were taken as indicators of academic achievement. Data suggest that the more students use cognitive and self-regulated learning strategies in a specifi c subject the better their level of achievement in that same subject.

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Diferencias en rendimiento académico según los niveles de las estrategias cognitivas y de las estrategias de autorregulación

Arias¹,

Rodrı́guez²,

Cabanach³

et al. 2013

Summa Psicológica

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“…Elementary school students had higher results in planning when compared with middle school students. This result may reflect the progressive decreasing in the involvement in the studying activities and in the positive attitudes towards homework as the students advance in the educational system (Rosário et al, 2005). Hong et al (2009) had also found that students from the 11th grade planned homework less than the 7th grade students.…”

Section: Discussionmentioning

confidence: 98%

Homework self-regulation strategies: a gender and educational-level invariance analysis

Cadime

Cruz

Silva

et al. 2017

Psicol. Refl. Crít.

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This study investigates the measurement invariance as a function of gender and educational level of the Homework Behavior Questionnaire (Ktpc), an instrument developed to assess students' homework selfregulation strategies. A sample of 1400 elementary and middle school students was used. Results of confirmatory factor analysis indicated a good fit of the theoretical model composed of three dimensions: planning, execution and evaluation of the homework completion. The results also provided evidence for the existence of metric invariance and partial scalar measurement invariance across boys and girls and across the elementary school and the middle school students. The reliability of the scores in the three dimensions was high. Girls obtained higher scores than boys in planning, execution and evaluation. Middle school students had lower scores in planning compared to the elementary school students. These findings are discussed, and their implications for practice are highlighted.

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“…Teachers have a determining role for the final quality of the work performed [23]. The figure of the teacher as mediator, at the Sesi/PR proposal, comes precisely to mediate the process between creating their own action mechanisms and responding to the challenge.…”

Section: Facing the Challenge: The Cycle Of Problem-solving By Adolesmentioning

confidence: 99%

“…It demands regulatory and self-regulatory efforts committed to learning. According to Rosário [23], self-regulating students of their learning see the events in school as opportunities to expand their experiences, valuing them. This becomes important insofar as these experiences lived and worked through strategies and can support the others that will come after the school period.…”

Section: The Team Facing the Challenge: Obstacles And The Expert's Romentioning

confidence: 99%

Using Problem-Solving as a Method for the Development of Self-Regulation of Learning with Adolescents: An Experience Report

Punhagui¹

2019

Metacognition in Learning

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The tendency to take risks without measuring consequences properly and the decrease in motivation are features presented at adolescence that may presuppose the need for changes in the traditional way of teaching and learning. This hypothesis leads to the search for educational solutions for a more effective work in the classroom. This study analyzes the methodology applied to adolescents at Sesi School, a basic education school in Southern Brazil, using Robert Sternberg's theory of problem-solving (2010) in cognitive psychology and Barry Zimmerman's concept of self-regulation of learning (1989). The analysis aims to draw relationships between the adolescence phase and the impact of a methodology focused on problem-solving, in order to perceive possible contributions to the development of more autonomy and responsibility for learning. This experience report points out as main contributions: (a) problem-solving can be a promising method for the development of autonomy and responsibility for learning; (b) as adolescents are moved by risks, problems can turn into challenges, motivating students to seek pleasure and reward in the search for the best solution; (c) problem-solving in the adolescents' formal learning environment promotes the development of a repertoire of strategies, which effectively helps with the autonomous and responsible management of learning regulation.

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Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental

Cited by 38 publications

References 30 publications

Diferencias en rendimiento académico según los niveles de las estrategias cognitivas y de las estrategias de autorregulación

Diferencias en rendimiento académico según los niveles de las estrategias cognitivas y de las estrategias de autorregulación

Homework self-regulation strategies: a gender and educational-level invariance analysis

Using Problem-Solving as a Method for the Development of Self-Regulation of Learning with Adolescents: An Experience Report

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