Intervenção em autorregulação da aprendizagem com alunos do ensino superior: análise da produção científica
DOI:
https://doi.org/10.5433/2236-6407.2019v10n3p03Palavras-chave:
autorregulação, ensino superior, produção científicaResumo
Pesquisas recentes na área educacional têm evidenciado altas taxas de reprovação e evasão no Ensino Superior. Estudiosos afirmam que o problema pode estar relacionado às dificuldades de aprendizagem dos alunos no contexto acadêmico. A autorregulação da aprendizagem é uma perspectiva amplamente investigada pelo seu potencial em auxiliar os estudantes a aprender melhor. O presente trabalho objetivou analisar a produção científica de artigos sobre programas de intervenção em aprendizagem autorregulada no Ensino Superior, publicados em âmbitos nacional e internacional, no período de 2004 a 2016. Os resultados revelaram o impacto positivo que os programas exerceram no fortalecimento da capacidade de aprender a aprender dos universitários. Os programas de intervenção, em sua maioria, foram realizados em cursos extraclasses, com grupos grandes de alunos e dados coletados por meio de instrumentos de autorrelato. Observou-se um maior número de pesquisas realizadas internacionalmente, com o predomínio do ensino de estratégias no aprendizado de língua estrangeira.
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Referências
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Burke, L. A.; & Williams, J. M. (2012). The impact of a thinking skills intervention on children’s concepts of intelligence. Thinking Skills and Creativity, 7, 145– 152.
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Chung, Y.B. & Yuen, M. (2012). Students' perceptions of a reporting and feedback system for learning and development in an 'inviting school' in Hong Kong. Pastoral Care in Education, 30(3), 241-262.
Cleary, T.J., & Zimmerman, B.J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.
Costa, E. R., & Boruchovitch, E. (2009). As estratégias de aprendizagem e a produção de textos narrativos. Psicologia. Reflexão e Crítica 22, 173–180. doi:10.1590/S0102-79722009000200002
Cotterall, S., & Murray, G. (2009). Enhancing metacognitive knowledge: Structure, affordances and self. System, 37, 34-45.
Cleary, T.J., Platten, P., & Nelson, A. (2008). Effectiveness of the self-regulation empowerment program with urban high school students. Journal of advanced academics, 20(1), 70-107.
Dembo, M. (2000). Motivation and learning strategies for college success: A self-management approach. Mahwah, NJ: Erlbaum Publishers.
Dembo, M. H. (2001). Learning to teach is not enough: future teachers also need to learn to learn. Teacher Educacion Quarterly 28(4), 23–35.
Dunlosk, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention. Learning and Instruction, 22, 271-280.
Fabriz, S., Ewijk, A. D., Poarch, G., & Buttner, G. (2013). Fostering selfmonitoring of university students by means of a standardized learning journal-a longitudinal study with process analyses. European Journal Psychology of Education 29, 239–255. doi:10.1007/s10212-013-0196-z
Fantinel, P. C., Angelo, N. P., Lima, J. V., & Maraschin, C. (2013). Autorregulação da aprendizagem: Uma competência fundamental na formação do licenciado em matemática à distância. Belém, PA: Anais do X Congresso Brasileiro de Ensino Superior à Distância.
Ferla, J., Valcke, M., & Schuyten, G. (2009). Student models of learning and their impact in study strategies. Studies in Higher Education, 34(2), 185-202.
Frison, L.M.B.; & Moraes, M.A.C. (2010). As práticas de monitoria como possibilitadoras dos processos de autorregulação das aprendizagens discentes. Poiésis Pedagógica, 8(2), 144- 158.
Frison, L.M.B., & Veiga Simão, A.M. (2011). Abordagem autobiográfica – Narrativas de formação e de autorregulação da aprendizagem reveladas em portfólios reflexivos. Educação, 34(2), 198-206.
Gago, S.M.F. (2012). Vale a pena reflectir quando se aprende online? Auto-regulação em e-English. (Dissertação de Mestrado). Universidade Nova de Lisboa, Faculdade de Ciências Sociais e Humanas.
Ganda, D.R., & Boruchovitch, E.; (2015). Self-handicapping strategies for learning of preservice teachers. Revista Estudos de Psicologia, 32(2), 417-425.
Ganda, D. R. & Boruchovitch, E. (2018). Promoting self-regulated learning of brazilian preservice student teachers: results of an intervention program. Frontiers in Education, 3(5), 1-12.
Ganda, D. R. & Boruchovitch, E. (2019). Como promover a autorregulação da aprendizagem de futuros professores: Descrição de um programa no ensino superior. In E. Boruchovitch e M. A. M. Gomes. (Eds). Aprendizagem autorregulada: Como promovê-la no contexto educativo. Petrópolis, RJ: Vozes.
Glava, C., & Glava, A. (2010). Teaching skills training trough e-learning. Procedia Social and Behavioral Sciences, 2, 1752–1756.
Goh, T., Seet B., & Chen, N. (2012). The impact of persuasive SMS on students' self-regulated learning. British Journal of Educational Technology, 43(4), 624-640.
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2019-12-24
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Ganda, D. R., & Boruchovitch, E. (2019). Intervenção em autorregulação da aprendizagem com alunos do ensino superior: análise da produção científica. Estudos Interdisciplinares Em Psicologia, 10(3), 03–25. https://doi.org/10.5433/2236-6407.2019v10n3p03
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