Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.14/18610
Título: Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain
Autor: Rosário, Pedro
Núñez, José Carlos
Trigo, Luísa Ribeiro
Guimarães, Carina
Fernández, Estrella
Cerezo, Rebeca
Fuentes, Sonia
Orellana, Marcela
Santibáñez, América
Fulano, Celso
Ferreira, Ângelo
Figueiredo, Mirela
Palavras-chave: First-year experience
Higher education
Intervention programs
Motivation
Self-regulated learning
Student learning
Transcultural studies
Data: 2015
Citação: ROSÁRIO, Pedro …[et al.] - Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain. Higher Education Research & Development. ISSN 1469-8366. Vol. 34, n.º 1 (2015), p. 173-187
Resumo: The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.
Peer review: yes
URI: http://hdl.handle.net/10400.14/18610
Aparece nas colecções:FEP - Artigos em revistas internacionais com Arbitragem / Papers in international journals with Peer-review

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