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Esta dissertação tem como principal objectivo estudar os factores que influenciam as crenças dos
professores em relação à auto-regulação da aprendizagem dos alunos. Para isso, pelo facto de ser ainda um
construto pouco explorado na nossa realidade, começou-se por fazer a adaptação da escala Self- Regulated
Learning Teacher Belief Scale (SRLTB, Lombaerts, et al., 2009) que se trata de um instrumento constituído por
10 itens que mede o grau em que os professores consideram o conceito de auto-regulação da aprendizagem
adequado e viável para o ensino básico. Para a validade de constructo foram utilizados como auxiliares a Self
Regulation Scale (Schwarzer,1999) e Teachers Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy,
2001). Serão estudadas para além disso a relação entre as crenças sobre auto-regulação da aprendizagem e
variáveis pessoais e profissionais. Para o estudo em questão, foram recolhidos dados junto de uma amostra
constituída por 136 professores do norte do país e os dados foram submetidos a análise factorial e consistência
interna. Os resultados obtidos sugerem uma solução com validade razoável e boa fidelidade da Escala de
Crenças dos Professores sobre a Auto-regulação da Aprendizagem (ECPAA) (original: Self-Regulated Learning
Teacher Belief Scale, SRLTB, Lombaerts et al., 2009), assim como, a existência de factores que influenciam as
crenças dos professores sobre a auto-regulação da aprendizagem, como a auto-regulação e auto-eficácia dos
professores e variáveis demográficas como a idade e tempo de serviço.
The mains objective of this work, is to study the factors that influence teachers' beliefs regarding selfregulated learning of students. To do so, because it is still a construct in our largely unexplored actually started up by making an adjustment scale Self-Regulated Learning Teacher Belief Scale (SRLTB, Lombaerts, et al., 2009) that this is an instrument consisting of 10 items measuring the degree to which teachers consider the concept of self-regulated learning appropriate and feasible for basic education. To construct validity were used as auxiliary Self Regulation Scale (Schwarzer, 1999) and Teachers Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001). Will be studied in addition the relationship between beliefs about self-regulated learning and personal and professional variables. For this study, data were collected from a sample of 136 teachers from the north and the data were subjected to factor analysis and internal consistency. The results suggest a solution with good reliability and reasonable validity of the Escala de Crenças dos Professores sobre a Auto-Regulação da Aprendizagem (ECPAA) (original: Self-Regulated Learning Teacher Belief Scale, SRLTB, Lombaerts et al., 2009), thus as the existence of factors that influence teachers' beliefs about self-regulated learning, such as self-regulation and self-efficacy of teachers and demographic variables such as age and time of service.
The mains objective of this work, is to study the factors that influence teachers' beliefs regarding selfregulated learning of students. To do so, because it is still a construct in our largely unexplored actually started up by making an adjustment scale Self-Regulated Learning Teacher Belief Scale (SRLTB, Lombaerts, et al., 2009) that this is an instrument consisting of 10 items measuring the degree to which teachers consider the concept of self-regulated learning appropriate and feasible for basic education. To construct validity were used as auxiliary Self Regulation Scale (Schwarzer, 1999) and Teachers Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001). Will be studied in addition the relationship between beliefs about self-regulated learning and personal and professional variables. For this study, data were collected from a sample of 136 teachers from the north and the data were subjected to factor analysis and internal consistency. The results suggest a solution with good reliability and reasonable validity of the Escala de Crenças dos Professores sobre a Auto-Regulação da Aprendizagem (ECPAA) (original: Self-Regulated Learning Teacher Belief Scale, SRLTB, Lombaerts et al., 2009), thus as the existence of factors that influence teachers' beliefs about self-regulated learning, such as self-regulation and self-efficacy of teachers and demographic variables such as age and time of service.
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Auto-regulação Crenças dos professores Adaptação Auto-eficácia Self-regulation Teachers' beliefs Adaptation Self-efficacy