scholarly journals Fatores explicativos do nível de utilização das estratégias metacognitivas de aprendizagem autorregulada dos estudantes de contabilidade

2021 ◽  
pp. 204-227
Author(s):  
Thiago Bruno de Jesus Silva ◽  
Gerson João Valeretto ◽  
Marília Paranaíba Ferreira ◽  
Cleston Alexandre dos Santos ◽  
Cristian Baú Dal Magro
Keyword(s):  
Mato Grosso ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mato Grosso Do Sul

Este estudo objetiva identificar os fatores que explicam o nível de utilização das estratégias metacognitivas de aprendizagem autorregulada dos estudantes de contabilidade. Os dados foram coletados por meio de questionários aplicados aos discentes do curso presencial de Ciências Contábeis de uma instituição federal do estado do Mato Grosso do Sul/Brasil e, no total, 107 questionários, fundamentados na metodologia Self-Regulated Learning (SRL), fizeram parte da amostra. As análises consideraram as 14 estratégias metacognitivas de aprendizagem autorregulada definidas por Zimmerman e Martinez-Pons (1986) e foram feitas mediante as técnicas de estatística descritiva, análise fatorial e regressão linear múltipla. Como resultado, a nota de desempenho acadêmico e o tempo de estudo apresentaram significância com o nível de utilização das estratégias da dimensão Estabelecimento de objetivos e Execução; o tempo de estudo influencia o nível de utilização das estratégias da dimensão Autoavaliação, Organização e Estrutura Ambiental; e a síndrome do impostor e a idade apresentaram relação com o nível de utilização das estratégias da dimensão Autoconsequência e Repetição e memória. Como implicações, as descobertas empíricas podem subsidiar professores, acadêmicos, pesquisadores e instituições educacionais a compreenderem como estes estudantes estruturam suas ações em sala de aula, sobretudo porque muitas dessas ações podem estar ancoradas nas próprias atitudes docentes. Logo, conclui-se que o professor também pode auxiliar o aluno a encontrar o próprio caminho de regulação das atividades que realiza, a valorizar as estratégias que ele utiliza e a descobrir novas trajetórias.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

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