Navegando por Assunto "Autorregulação da aprendizagem"

Agora exibindo 1 - 2 de 2

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.
Acesso aberto (Open Access)
Construção e validação da escala de autorregulação acadêmica
(Universidade Federal do Pará, 2019-01-28) SILVA, Emmanuelle Pantoja; RAMOS, Maely Ferreira Holanda; http://lattes.cnpq.br/8174411008021957
Academic success is substantially linked to the efforts the student intends to make during the learning process. In the field of initial teacher training, it is essential that this process is solidified, in addition to occurring autonomously. For this study, the Cognitive Social Theory and, more specifically, the self-regulation construct, applied to the academic context, the Self-Regulation of Learning, were used as input. This construct applied to the teaching context can aid in learning because it is a process that requires the student to be proactive and to take control, even partially, of their metacognitive, motivational and behavioral processes. The purpose of this study is to construct and validate an instrument to evaluate self-regulation in university students. For this, two articles were developed, the first one was used data collection techniques, quantitative and qualitative, developed through a Systematic Review of Literature that captured 22 objects between the years 2008 and 2018, fruits of national and international research (English and Spanish) of the CAPES, SCIELO, LILACS and REDALYC databases; in the second article, a scale was constructed and evidence of validity was sought. Scale Reliability Analysis was applied to data collected through two instruments, the characterization questionnaire and the proposed scale, submitted to 445 students of two public higher education institutions. The scale is of the Likert type and is composed of 20 closed items, categorized by the psychological subfunctions that make up the self-regulation. The main results of the systematic review indicated that between the years 2016 and 2018 there was a fall in the number of publications, compared to the years 2014 and 2015, adding that only one study dealt with validation of scale applied to university students. Although the findings are considered to be low, they have investigated more intensively the issues of self-regulation of learning and its ramifications such as learning strategies, academic performance, academic procrastination, and others. As to the empirical research results (Article 2) with the application of the proposed scale, the presence of validity was confirmed by means of quantitative techniques, presenting satisfactory internal consistency in all items and also, Cronbach's alpha equal to 0.908, in the total scale score According to the results obtained, it has been observed that in the literature, in the last years, the studies related to the theme allowed to increase the knowledge around the theme, however the number of publications decreases over the years, mainly in what it concerns the validation of instruments to measure the construct, in addition to associating it with the context of the participants.