Teacher-student relationship and self-regulated learning in Portuguese compulsory education

Detalhes bibliográficos
Autor(a) principal: Azevedo, Ângela Sá
Data de Publicação: 2012
Outros Autores: Dias, Paulo César, Salgado, Ana, Guimarães, Teresa, Lima, Isabel, Barbosa, Andreia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.14/34486
Resumo: The aim of this paper was to explore the relationship between the students' perceptions of teachers' behavior and self-regulated learning in Mathematics. The study, conducted among a group of 625 students of Portuguese Compulsory Education (7th to 9th grades) using the QIPBásic and the IPAAr allowed us to understand differences in the aforementioned variables related with students' gender, age, grades and number of retentions, parents education, professor of Mathematics gender and number of years with the same teacher. The most relevant findings to teaching practice are relate to the positive relation between self-regulated learning and students' perception of their teachers with regard to leadership, helping/friendly, and understanding, as well as the negative relation between self-regulated learning and students' perception of uncertain, dissatisfied and admonishing of their teachers.
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spelling Teacher-student relationship and self-regulated learning in Portuguese compulsory educationRelacionamento professor-aluno e auto-regulação da aprendizagem no 3º ciclo do ensino médio portuguêsRelación Maestro-Alumno y el Aprendizaje Autorregulado en ESO PortuguésTeacher student interactionSelf-regulationElementary educationMathematicsInteração professor-alunoAuto-regulaçãoEnsino fundamentalMatemáticaInteraccion profesor-estudianteAutorregulaciónEnsenanza de primer gradoMatematicaThe aim of this paper was to explore the relationship between the students' perceptions of teachers' behavior and self-regulated learning in Mathematics. The study, conducted among a group of 625 students of Portuguese Compulsory Education (7th to 9th grades) using the QIPBásic and the IPAAr allowed us to understand differences in the aforementioned variables related with students' gender, age, grades and number of retentions, parents education, professor of Mathematics gender and number of years with the same teacher. The most relevant findings to teaching practice are relate to the positive relation between self-regulated learning and students' perception of their teachers with regard to leadership, helping/friendly, and understanding, as well as the negative relation between self-regulated learning and students' perception of uncertain, dissatisfied and admonishing of their teachers.Este artigo teve como objetivo explorar a relação entre a percepção do comportamento do professor e auto-regulação da aprendizagem na Matemática. As respostas de 625 alunos do 3ºciclo do Ensino Médio Português (7º ao 9º anos) aos questionários QIPBásico e IPAAr permitiram perceber diferenças nas variáveis supracitadas em função do sexo, da idade, do ano de escolaridade e do número de retenções, do nível educacional dos pais, do sexo do professor de Matemática e do número de anos com o mesmo professor. As conclusões mais relevantes para a prática pedagógica prendem-se à relação positiva entre a auto-regulação da aprendizagem dos alunos e a percepção de liderança, apoio e compreensão por parte dos professores, e relação negativa entre a auto-regulação e a percepção de insatisfação, insegurança e repreensão dos seus professores.Este artículo explora la relación entre la percepción de la conducta del maestro y el aprendizaje autorregulado en Matemáticas. Las respuestas del grupo de 625 estudiantes de ESO Portugués (7º a 9º grados) a los instrumentos QIPBásico y IPAAr nos permiten percibir diferencias en las variables antes mencionadas en materia de género, edad, años de escolaridad y número de cursos suspensos, estudios de los padres, género del maestro en Matemáticas y el número de años con el mismo maestro. Las implicaciones educativas más relevantes se refieren a la relación positiva entre el aprendizaje autorregulado y la percepción de los estudiantes en lo que respecta al liderazgo, apoyo y comprensión, así como la relación negativa entre la autorregulación del aprendizaje con la percepción de insatisfacción, inseguridad y reprensión de sus profesoresVeritati - Repositório Institucional da Universidade Católica PortuguesaAzevedo, Ângela SáDias, Paulo CésarSalgado, AnaGuimarães, TeresaLima, IsabelBarbosa, Andreia2021-08-05T16:24:26Z2012-05-012012-05-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfapplication/pdfhttp://hdl.handle.net/10400.14/34486eng0103-863X10.1590/S0103-863X201200020000684871237365info: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:RCAAP2023-07-12T17:39:59Zoai:repositorio.ucp.pt:10400.14/34486Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:27:56.889483Repositório 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 Teacher-student relationship and self-regulated learning in Portuguese compulsory education
Relacionamento professor-aluno e auto-regulação da aprendizagem no 3º ciclo do ensino médio português
Relación Maestro-Alumno y el Aprendizaje Autorregulado en ESO Portugués
title Teacher-student relationship and self-regulated learning in Portuguese compulsory education
spellingShingle Teacher-student relationship and self-regulated learning in Portuguese compulsory education
Azevedo, Ângela Sá
Teacher student interaction
Self-regulation
Elementary education
Mathematics
Interação professor-aluno
Auto-regulação
Ensino fundamental
Matemática
Interaccion profesor-estudiante
Autorregulación
Ensenanza de primer grado
Matematica
title_short Teacher-student relationship and self-regulated learning in Portuguese compulsory education
title_full Teacher-student relationship and self-regulated learning in Portuguese compulsory education
title_fullStr Teacher-student relationship and self-regulated learning in Portuguese compulsory education
title_full_unstemmed Teacher-student relationship and self-regulated learning in Portuguese compulsory education
title_sort Teacher-student relationship and self-regulated learning in Portuguese compulsory education
author Azevedo, Ângela Sá
author_facet Azevedo, Ângela Sá
Dias, Paulo César
Salgado, Ana
Guimarães, Teresa
Lima, Isabel
Barbosa, Andreia
author_role author
author2 Dias, Paulo César
Salgado, Ana
Guimarães, Teresa
Lima, Isabel
Barbosa, Andreia
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Veritati - Repositório Institucional da Universidade Católica Portuguesa
dc.contributor.author.fl_str_mv Azevedo, Ângela Sá
Dias, Paulo César
Salgado, Ana
Guimarães, Teresa
Lima, Isabel
Barbosa, Andreia
dc.subject.por.fl_str_mv Teacher student interaction
Self-regulation
Elementary education
Mathematics
Interação professor-aluno
Auto-regulação
Ensino fundamental
Matemática
Interaccion profesor-estudiante
Autorregulación
Ensenanza de primer grado
Matematica
topic Teacher student interaction
Self-regulation
Elementary education
Mathematics
Interação professor-aluno
Auto-regulação
Ensino fundamental
Matemática
Interaccion profesor-estudiante
Autorregulación
Ensenanza de primer grado
Matematica
description The aim of this paper was to explore the relationship between the students' perceptions of teachers' behavior and self-regulated learning in Mathematics. The study, conducted among a group of 625 students of Portuguese Compulsory Education (7th to 9th grades) using the QIPBásic and the IPAAr allowed us to understand differences in the aforementioned variables related with students' gender, age, grades and number of retentions, parents education, professor of Mathematics gender and number of years with the same teacher. The most relevant findings to teaching practice are relate to the positive relation between self-regulated learning and students' perception of their teachers with regard to leadership, helping/friendly, and understanding, as well as the negative relation between self-regulated learning and students' perception of uncertain, dissatisfied and admonishing of their teachers.
publishDate 2012
dc.date.none.fl_str_mv 2012-05-01
2012-05-01T00:00:00Z
2021-08-05T16:24:26Z
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/10400.14/34486
url http://hdl.handle.net/10400.14/34486
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 0103-863X
10.1590/S0103-863X2012000200006
84871237365
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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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
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