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Advisor(s)
Abstract(s)
A literatura tem apontado a existência de fragilidades, ao nível escolar e da aprendizagem, nos jovens em situação de acolhimento, nomeadamente, baixo rendimento escolar, elevadas taxas de retenção, absentismo, instabilidade escolar e baixo envolvimento escolar. O objetivo desta investigação foi analisar e compreender os processos de estudo e aprendizagem nas instituições de acolhimento, de crianças e jovens do 2.º e 3.º ciclo e ensino secundário, examinando o papel de variáveis individuais e contextuais. Analisou-se a relação entre autorregulação da aprendizagem com variáveis individuais (género, histórico de retenções, autoeficácia, valorização da aprendizagem e aspirações educacionais) e contextuais (capacidade de acolhimento, local e tempo de estudo e dificuldades em estudar). A amostra incluiu 248 jovens de ambos os sexos, do 5º ao 12º ano, com idades entre os 10 e 20 anos, acolhidos em 20 lares de infância e juventude da zona norte de Portugal, junto dos quais se administrou uma Ficha de Dados Pessoais e Académicos e o Inventário de Processos de Autorregulação da Aprendizagem (Rosário et al., 2010). Os responsáveis de cada instituição preencheram uma Ficha de Caracterização da Instituição. Relativamente às variáveis individuais, os resultados evidenciaram diferenças significativas na autorregulação da aprendizagem em função do género, apresentando as raparigas valores superiores, e do histórico de retenções, em que jovens que tinham já experiência de reprovação apresentaram valores mais baixos na autorregulação da aprendizagem. Os resultados realçaram a importância das variáveis individuais motivacionais (autoeficácia, valorização da aprendizagem, aspirações educacionais) no processo de autorregulação da aprendizagem. Ao nível das variáveis contextuais, o local e o tempo de estudo mostraram-se relevantes nos processos de autorregulação da aprendizagem, e as dificuldades em estudar, relatadas pelos jovens, relacionaram-se negativamente com a autorregulação. A dimensão da instituição não assumiu relevância. Discute-se as implicações destes resultados na promoção de uma melhor educação e aprendizagem neste contexto.
The literature about education and residential care has pointed to the existence of several fragilities, in the school and learning dimensions, in young people in care, namely, poor academic performance, high retention rates, absenteeism, school instability and low school involvement. This research aimed to analyze and understand the processes of studying and learning of children and young people in care, examining the role of individual and contextual variables. We analyzed the relationship between self-regulated learning and various individual variables (gender, grade retention, self-efficacy, value of learning and educational aspirations), as well as the relationship between self-regulated learning and contextual variables (institution’s dimension, study site, study time and difficulties in studying). The sample consisted of 248 adolescents of both genders, from 5th to 12th grade, aged from 10 to 20, who were in 20 residential care institutions located in northern Portugal, who filled a Personal and Academic Data instrument and Self-Regulation of Learning Processes Inventory (Rosario et al., 2010). The professionals of each institutions filled a Institution Characterization Facility sheet. Regarding individual variables, results showed significant differences in learning self-regulation in gender, with girls presenting higher values, and in retention history, where young people who had retention experience had lower values in the learning self-regulation. The results highlighted the importance of individual motivational variables (self-efficacy, learning valorization, educational aspirations) in the process of learning self-regulation. In terms of contextual variables, the location and the time of study seem relevant to the processes of learning self-regulation and studying difficulties, reported by young people, are negatively related to self-regulation. The size of the institution did not assume relevance. Implications of these results in the promotion of better education and learning in this context are discussed.
The literature about education and residential care has pointed to the existence of several fragilities, in the school and learning dimensions, in young people in care, namely, poor academic performance, high retention rates, absenteeism, school instability and low school involvement. This research aimed to analyze and understand the processes of studying and learning of children and young people in care, examining the role of individual and contextual variables. We analyzed the relationship between self-regulated learning and various individual variables (gender, grade retention, self-efficacy, value of learning and educational aspirations), as well as the relationship between self-regulated learning and contextual variables (institution’s dimension, study site, study time and difficulties in studying). The sample consisted of 248 adolescents of both genders, from 5th to 12th grade, aged from 10 to 20, who were in 20 residential care institutions located in northern Portugal, who filled a Personal and Academic Data instrument and Self-Regulation of Learning Processes Inventory (Rosario et al., 2010). The professionals of each institutions filled a Institution Characterization Facility sheet. Regarding individual variables, results showed significant differences in learning self-regulation in gender, with girls presenting higher values, and in retention history, where young people who had retention experience had lower values in the learning self-regulation. The results highlighted the importance of individual motivational variables (self-efficacy, learning valorization, educational aspirations) in the process of learning self-regulation. In terms of contextual variables, the location and the time of study seem relevant to the processes of learning self-regulation and studying difficulties, reported by young people, are negatively related to self-regulation. The size of the institution did not assume relevance. Implications of these results in the promotion of better education and learning in this context are discussed.
Description
Keywords
Estudar e aprender Instituições de acolhimento Autorregulação da aprendizagem Variáveis individuais Variáveis contextuais Study and learning Foster care institutions Learning self-regulation Contextual variables and individual variables