Teacher-student relationship and self-regulated learning in Portuguese compulsory education
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , , , , |
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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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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application/pdf application/pdf |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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