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Abstract(s)
Este estudo avalia as qualidades psicométricas do Questionário de Autorregulação da Aprendizagem (QARA; Williams & Deci, 1996)e analisa diferenças em estudantes do ensino superior português. Participaram 171 adultos (147, 86,0% mulheres), com uma idade média de 24,70 anos (Min-Max:17-53; DP= 8,56), aos quais foi administrado o QARA, constituído por 12 itens que avaliam o grau de participação no curso de ensino superior, e as possíveis razões para esse envolvimento, de acordo com uma regulação controlada versus autónoma. A análise fatorial exploratória indica a existência de dois fatores que explicam 50% da variância total dos itens. Registram-se diferenças estatisticamente significativas em função do sexo na regulação controlada, e em função da idade na regulação autónoma e na regulação controlada. Não se verificam diferenças em função da média académica, da satisfação académica, ou da satisfação com a vida em geral. Retiram-se implicações para o aprofundamento desta linha de investigação.
This study assesses psychometric properties of the Self-Regulation Learning Questionnaire (SRLQ; Williams & Deci, 1996), and analyzes differences in Portuguese higher education students. 171 adults (147, 86.0 % women) participated, with a mean age of 24.70 years (Min-Max: 17-53, SD = 8.56), to which the SRLQ was administered, consisting of 12 items that assess the degree of participation in the higher education course, and the possible reasons for this involvement, according to autonomous vs controlled regulation. The exploratory factor analysis suggests the influence of two factors, which explain 50% of the items total variance. There were statistically significant differences by sex in the controlled regulation, and by age in the autonomous regulation and controlled regulation. There were no differences considering academic average, academic satisfaction or satisfaction with life in general. Implications are drawn for the advancement of this research area.
This study assesses psychometric properties of the Self-Regulation Learning Questionnaire (SRLQ; Williams & Deci, 1996), and analyzes differences in Portuguese higher education students. 171 adults (147, 86.0 % women) participated, with a mean age of 24.70 years (Min-Max: 17-53, SD = 8.56), to which the SRLQ was administered, consisting of 12 items that assess the degree of participation in the higher education course, and the possible reasons for this involvement, according to autonomous vs controlled regulation. The exploratory factor analysis suggests the influence of two factors, which explain 50% of the items total variance. There were statistically significant differences by sex in the controlled regulation, and by age in the autonomous regulation and controlled regulation. There were no differences considering academic average, academic satisfaction or satisfaction with life in general. Implications are drawn for the advancement of this research area.
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Keywords
Autorregulação Aprendizagem Ensino superior Self-regulation Learning Higher education