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Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain

2015Journal article Restricted access
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dc.contributor.authorRosário, Pedro
dc.contributor.authorCarlos Núñez, José
dc.contributor.authorTrigo, Luísa
dc.contributor.authorGuimarães, Carina
dc.contributor.authorFernández, Estrella
dc.contributor.authorCerezo, Rebeca
dc.contributor.authorFuentes, Sonia
dc.contributor.authorOrellana, Marcela
dc.contributor.authorSantibáñez, América
dc.contributor.authorFulano, Celso
dc.contributor.authorFerreira, Ângelo
dc.contributor.authorFigueiredo, Mirela
dc.date.accessioned2015-11-14T14:57:20Z
dc.date.available2015-11-14T14:57:20Z
dc.date.issued2015
dc.description.abstractThe 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.citationROSÁRIO, 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. 173-187pt_PT
dc.identifier.doi10.1080/07294360.2014.935932
dc.identifier.eid84924130704
dc.identifier.eissn1469-8366
dc.identifier.issn0729-4360
dc.identifier.urihttp://hdl.handle.net/10400.14/18610
dc.identifier.wos000349534600013
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor & Francis
dc.subjectFirst-year experiencept_PT
dc.subjectHigher educationpt_PT
dc.subjectIntervention programspt_PT
dc.subjectMotivationpt_PT
dc.subjectSelf-regulated learningpt_PT
dc.subjectStudent learningpt_PT
dc.subjectTranscultural studiespt_PT
dc.titleTranscultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spainpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage187
oaire.citation.issue1
oaire.citation.startPage173
oaire.citation.titleHigher Education Research and Development
oaire.citation.volume34
person.familyNameRosário
person.familyNameNúñez
person.familyNameRibeiro
person.familyNameCerezo
person.familyNameFigueiredo
person.givenNamePedro
person.givenNameJosé Carlos
person.givenNameLuísa
person.givenNameRebeca
person.givenNameMirela de Oliveira
person.identifier262185
person.identifier235952
person.identifier622242
person.identifier.ciencia-id5B1C-4E84-0514
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person.identifier.ciencia-idE210-C9EB-ADDF
person.identifier.ciencia-id4319-052D-5A73
person.identifier.orcid0000-0002-3221-1916
person.identifier.orcid0000-0002-9187-1201
person.identifier.orcid0000-0001-9056-7737
person.identifier.orcid0000-0002-2253-106X
person.identifier.orcid0000-0003-0101-0115
person.identifier.ridA-1775-2011
person.identifier.ridH-4425-2013
person.identifier.ridD-9591-2015
person.identifier.ridE-1484-2014
person.identifier.ridO-8134-2016
person.identifier.scopus-author-id15052279200
person.identifier.scopus-author-id7201854528
person.identifier.scopus-author-id35605044400
person.identifier.scopus-author-id56320666000
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
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