Navegando por Autor "FURTADO, Maria Roberta Miranda"

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Acesso aberto (Open Access)
Autorregulação emocional e estados afetivos de alunos de pós-graduação stricto sensu
(Universidade Estadual do Ceará, 2023) TORQUATO, Jamille Gabriela da Silva; FURTADO, Maria Roberta Miranda; SILVA, Emmanuelle Pantoja; RAMOS, Edson Marcos Leal Soares; RAMOS, Maely Ferreira Holanda
The objective was to identify the levels of adaptation of emotion regulation strategies and the probabilities of association between emotional self-regulation for sadness, joy and anger, and affective states of graduate students. For this, 58 graduate, master and doctoral students from two programs at a Federal University participated, who filled out a characterization questionnaire and the Life Satisfaction, Positive Affect and Assessment of Emotional Regulation Strategies scales. of Adults. Data were analyzed quantitatively, using descriptive statistics with a measure of central tendency, with the help of SPSS 20 software. The results show that, despite the difference between the number of participants per program, students have used satisfactory strategies, since there was no minimum score on any of the subscales – sadness, anger and fear. When associated with the study categories, it was found that Life Satisfaction has a high positive correlation with Joy and positive Affect. In addition, it is clear that students who had a low feeling of satisfaction with life, do not show animation and engagement in everyday activities. The absence of adaptive strategies for negative emotions tends to directly affect the subjects' positive affect and feelings of well-being. It is suggested the development of new studies, with an enlarged sample and that accompany the formative process of the students, in order to understand the influences of the strategies used in the academic performance.
Acesso aberto (Open Access)
Brincadeiras, jogos e a autorregulação da aprendizagem na educação infantil: um estudo de intervenção
(Universidade Federal do Pará, 2018-01-31) FURTADO, Maria Roberta Miranda; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
The present research aims to study the self-regulation of learning in Early Childhood Education through games and games. Self-regulation of learning in young children has been increasingly effective in the school environment as it can help children in their cognitive and metacognitive development. Self-regulation of learning refers to the individual's ability to become more independent and autonomous in their own learning. The self-regulation of learning is a current proposal, supported by the Cognitive Social Theory of Albert Bandura (2008). Given the importance of this construct can mean for the educational field and more specifically for Early Childhood Education, it seeks to understand how self-regulation of learning can contribute to the cognitive development process of preschool children through games and games. From the theoretical-methodological point of view, this study consists of an exploratory and descriptive research of quantitative character, constituting also as an intervention study. Through the application of the CHILD-Independent-Learning Development Toolkit (PISCALHO; VEIGA SIMÃO, 2014), it was observed that children presented less self-regulating aspects in the motivational and cognitive dimensions, which were central focus for the construction of the Intervention Plan, following the assumptions of the Cognitive Social Theory. This is an important collaborative tool for achieving these results in Early Childhood Education.