Self-regulated learning in a college classroom: a curriculum infusion approach

Detalhes bibliográficos
Autor(a) principal: Rosário, Pedro
Data de Publicação: 2016
Outros Autores: Fuentes, Sonia, Beuchat, Marianne, Ramaciotti, Antonietta
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/1822/54310
Resumo: This paper presents and discusses the effectiveness of a curriculum infusion program to promote self-regulated learning (SRL) strategies at the University. The "Letters from Gervasio" program revolves around letters written by an imaginary freshman about their thoughts, difficulties and successes experienced at this new educational stage. The program aims to equip college students with the strategic tools that allow them to work and approach their learning in a more responsible and autonomous way. Findings indicate that the participants in the curricular infusion SRL program, when compared with students in the control group, showed statistically significant differences on learning strategies declarative knowledge, self-regulated learning strategies and SOLO.
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spelling Self-regulated learning in a college classroom: a curriculum infusion approachmetacognitive reflectionlearning strategiesself-regulated learninghigher educationSocial SciencesThis paper presents and discusses the effectiveness of a curriculum infusion program to promote self-regulated learning (SRL) strategies at the University. The "Letters from Gervasio" program revolves around letters written by an imaginary freshman about their thoughts, difficulties and successes experienced at this new educational stage. The program aims to equip college students with the strategic tools that allow them to work and approach their learning in a more responsible and autonomous way. Findings indicate that the participants in the curricular infusion SRL program, when compared with students in the control group, showed statistically significant differences on learning strategies declarative knowledge, self-regulated learning strategies and SOLO.info:eu-repo/semantics/publishedVersionUniversidad de Murcia. Servicio de PublicacionesUniversidade do MinhoRosário, PedroFuentes, SoniaBeuchat, MarianneRamaciotti, Antonietta20162016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/54310spaRosário, Pedro; Fuentes, Sonia; Beuchat, Marianne; Ramaciotti, Antonietta (2016). Autorregulación del aprendizaje en una clase de la universidad: un enfoque de infusión curricular. Revista de Investigación Educativa, 34(1), 31-49. DOI: http://dx.doi.org/10.6018/rie.34.1.2294210212-406810.6018/rie.34.1.229421info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T11:58:02Zoai:repositorium.sdum.uminho.pt:1822/54310Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:47:43.839429Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Self-regulated learning in a college classroom: a curriculum infusion approach
title Self-regulated learning in a college classroom: a curriculum infusion approach
spellingShingle Self-regulated learning in a college classroom: a curriculum infusion approach
Rosário, Pedro
metacognitive reflection
learning strategies
self-regulated learning
higher education
Social Sciences
title_short Self-regulated learning in a college classroom: a curriculum infusion approach
title_full Self-regulated learning in a college classroom: a curriculum infusion approach
title_fullStr Self-regulated learning in a college classroom: a curriculum infusion approach
title_full_unstemmed Self-regulated learning in a college classroom: a curriculum infusion approach
title_sort Self-regulated learning in a college classroom: a curriculum infusion approach
author Rosário, Pedro
author_facet Rosário, Pedro
Fuentes, Sonia
Beuchat, Marianne
Ramaciotti, Antonietta
author_role author
author2 Fuentes, Sonia
Beuchat, Marianne
Ramaciotti, Antonietta
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Rosário, Pedro
Fuentes, Sonia
Beuchat, Marianne
Ramaciotti, Antonietta
dc.subject.por.fl_str_mv metacognitive reflection
learning strategies
self-regulated learning
higher education
Social Sciences
topic metacognitive reflection
learning strategies
self-regulated learning
higher education
Social Sciences
description This paper presents and discusses the effectiveness of a curriculum infusion program to promote self-regulated learning (SRL) strategies at the University. The "Letters from Gervasio" program revolves around letters written by an imaginary freshman about their thoughts, difficulties and successes experienced at this new educational stage. The program aims to equip college students with the strategic tools that allow them to work and approach their learning in a more responsible and autonomous way. Findings indicate that the participants in the curricular infusion SRL program, when compared with students in the control group, showed statistically significant differences on learning strategies declarative knowledge, self-regulated learning strategies and SOLO.
publishDate 2016
dc.date.none.fl_str_mv 2016
2016-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/1822/54310
url http://hdl.handle.net/1822/54310
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv Rosário, Pedro; Fuentes, Sonia; Beuchat, Marianne; Ramaciotti, Antonietta (2016). Autorregulación del aprendizaje en una clase de la universidad: un enfoque de infusión curricular. Revista de Investigación Educativa, 34(1), 31-49. DOI: http://dx.doi.org/10.6018/rie.34.1.229421
0212-4068
10.6018/rie.34.1.229421
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Murcia. Servicio de Publicaciones
publisher.none.fl_str_mv Universidad de Murcia. Servicio de Publicaciones
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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