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Abstract(s)
A literatura recente tem apontado a existência de fragilidades, ao nível escolar e da aprendizagem, nas crianças e jovens que se encontram em situação de acolhimento institucional. O objetivo desta investigação foi analisar e compreender os processos de estudo e aprendizagem em instituições de acolhimento, de crianças e jovens do 2.º e 3.º ciclos e ensino secundário, examinando o papel de variáveis individuais e contextuais nos processos de autorregulação da aprendizagem. A amostra incluiu 248 jovens acolhidos em 20 lares de infância e juventude da zona norte de Portugal. Os instrumentos consistiram numa Ficha de Dados Pessoais e Académicos, no Inventário de Processos de Autorregulação da Aprendizagem (Rosário et al., 2010) e numa Ficha de Caracterização da Instituição. Os resultados evidenciaram diferenças significativas na autorregulação da aprendizagem em função do género e do histórico de retenções, realçando também a importância da autoeficácia, valorização da aprendizagem e aspirações educacionais. O local e o tempo de estudo, assim como as dificuldades em estudar relatadas pelos participantes, mostraram-se relevantes nos processos de autorregulação da aprendizagem A dimensão da instituição não assumiu relevância. São discutidas as implicações destes resultados na promoção de uma melhor educação e aprendizagem nos contextos de acolhimento institucional.
The recent literature has pointed out the existence of fragilities, in the school and learning dimensions, in children and young people in residential care. The current study aimed to analyse and understand the processes of studying and learning in institutions, of 2nd and 3rd cycle and secondary students, examining the role of individual and contextual variables on self-regulated learning processes. The sample included 248 children and young people living in 20 residential care settings from the north of Portugal. The instruments were the following: a personal and academic data instrument, the Inventory of Self-Regulated Learning Processes (Rosário et al., 2010), and an instrument of characterization of the institution. Results showed significant differences in the self-regulated learning, according to gender and grade retention, also emphasizing the importance of self-efficacy, value of learning, and educational aspirations. The study site and study time, as well as the reported difficulties in studying, were relevant in the self-regulated learning processes. The size of the institution did not assume relevance. Implications of these results in promoting better education and learning in residential care contexts are discussed.
The recent literature has pointed out the existence of fragilities, in the school and learning dimensions, in children and young people in residential care. The current study aimed to analyse and understand the processes of studying and learning in institutions, of 2nd and 3rd cycle and secondary students, examining the role of individual and contextual variables on self-regulated learning processes. The sample included 248 children and young people living in 20 residential care settings from the north of Portugal. The instruments were the following: a personal and academic data instrument, the Inventory of Self-Regulated Learning Processes (Rosário et al., 2010), and an instrument of characterization of the institution. Results showed significant differences in the self-regulated learning, according to gender and grade retention, also emphasizing the importance of self-efficacy, value of learning, and educational aspirations. The study site and study time, as well as the reported difficulties in studying, were relevant in the self-regulated learning processes. The size of the institution did not assume relevance. Implications of these results in promoting better education and learning in residential care contexts are discussed.
Description
Keywords
Estudar e aprender Instituições de acolhimento Autorregulação da aprendizagem Variáveis individuais e contextuais