Advisor(s)
Abstract(s)
Perspetivado à luz do paradigma construtivista, este estudo teve como objeto o processo de autorregulação da aprendizagem no domínio da História. Foi analisada a relação entre a autorregulação da aprendizagem em História e diversas variáveis do aluno, especificamente, variáveis pessoais (género), familiares (habilitações académicas dos progenitores e ajuda dos mesmos na realização do TPC), académicas (realização do TPC e tempo de estudo) e motivacionais (perceções de autoeficácia e de instrumentalidade), assim como foi estudada a relação entre a autorregulação da aprendizagem e o rendimento académico em História. Constituiu-se uma amostra de 101 alunos do 9.º ano de uma escola do distrito do Porto, à qual se administrou uma Ficha de Dados Pessoais e Académicos / FDPA e o Inventário de Processos de Autorregulação da Aprendizagem / IPAA (Rosário, Lourenço et al., 2010). Os resultados sugerem que os alunos fazem uma apreciação positiva do seu comportamento autorregulatório em História e possuem perceções positivas de autoeficácia e de instrumentalidade neste domínio. Os resultados apontam para um comportamento autorregulatório mais proficiente das raparigas relativamente aos rapazes. Realçam a importância das variáveis académicas (valor do esforço, empenho e trabalho por parte do aluno) e das variáveis motivacionais no processo de autorregulação da aprendizagem. Sugerem, ainda, que este construto tem um impacto significativo no rendimento académico dos alunos. As variáveis familiares parecem ter, neste estudo, um papel menos relevante na compreensão do comportamento autorregulatório relatado pelos alunos. São discutidas as implicações educativas destes resultados.
This study, based on constructivist paradigm, analyses the process of self-regulated learning in the subject of history. It studies the relationship between self-regulated learning in this field and students' variables: personal – gender; family – parents' academic qualifications and help with homework; academic – homework and study time; motivational – perceptions of both self-efficacy and instrumentality. It also considers the relation between self-regulated learning and academic achievement in history. A sample of 101 students was created from the ninth grade (Middle School) at a school in the district of Porto. They were given a personal and academic data file and the IPAA (Questionnaire of Self-Regulated Learning Processes, Rosário, Lourenço et al., 2010). The results suggest that students make a positive evaluation of their self-regulated behaviour, and also that they have a positive perception of both self-efficacy and instrumentality in the study of history. The results indicate better self-regulatory behaviour in girls than in boys. They emphasise the importance of academic variables – the value of effort, commitment and work on the part of the student – and also motivational variables in the process of self-regulated learning. They also suggest that self-regulated learning has a significant impact on students’ academic achievement. In this study family variables seem to play a less relevant role in the understanding of the students’ self-regulatory behaviour. The educational implications of these results are discussed.
This study, based on constructivist paradigm, analyses the process of self-regulated learning in the subject of history. It studies the relationship between self-regulated learning in this field and students' variables: personal – gender; family – parents' academic qualifications and help with homework; academic – homework and study time; motivational – perceptions of both self-efficacy and instrumentality. It also considers the relation between self-regulated learning and academic achievement in history. A sample of 101 students was created from the ninth grade (Middle School) at a school in the district of Porto. They were given a personal and academic data file and the IPAA (Questionnaire of Self-Regulated Learning Processes, Rosário, Lourenço et al., 2010). The results suggest that students make a positive evaluation of their self-regulated behaviour, and also that they have a positive perception of both self-efficacy and instrumentality in the study of history. The results indicate better self-regulatory behaviour in girls than in boys. They emphasise the importance of academic variables – the value of effort, commitment and work on the part of the student – and also motivational variables in the process of self-regulated learning. They also suggest that self-regulated learning has a significant impact on students’ academic achievement. In this study family variables seem to play a less relevant role in the understanding of the students’ self-regulatory behaviour. The educational implications of these results are discussed.
Description
Keywords
Autorregulação da aprendizagem Perceção de autoeficácia Perceção de instrumentalidade Rendimento académico Variáveis pessoais, familiares e académicas História Self-regulated learning Self-efficacy perception Instrumentality perception Academic achievement Personal variables Family variables Academic variables History