SELF-REGULATION, MOTIVATION AND QUALITY OF LIFE OF ACCOUNTING STUDENTS IN REMOTE EDUCATION

• Autor(a) principal: Silva, Beatriz Negrelli da
• Data de Publicação: 2022
• Outros Autores: Vilela, Nágila Giovanna Silva
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Brasileira de Contabilidade e Gestão
• Texto Completo: https://www.revistas.udesc.br/index.php/reavi/article/view/22441
• topic: Estratégias de Aprendizagem Autorregulada; Covid-19; Motivação; Qualidade de Vida; Discentes de Ciências Contábeis; Ensino Remoto; Autorregulação; Accounting Sciences Students; Remote Learning; Self-Regulation; Self-Regulated Learning Strategies; Covid-19; Motivation; Quality of Life; Estudiantes de Ciencias Contables; Aprendizaje Remoto; Autorregulación; Estrategias de Aprendizaje Autorregulado; COVID-19; Motivación; Calidad de Vida

Objective: To analyze how the use of self-regulated learning practices, the level of motivation in learning, and quality of life are correlated. Method: A quantitative and descriptive research was conducted by applying a questionnaire to 217 accounting undergraduates enrolled in four higher education institutions (HEIs) at Paraná. Results: Students reported feeling little motivated to study during remote education due to COVID-19 and experiencing relatively high levels of negative feelings (such as bad mood, anxiety, and/or depression). As for self-regulated learning strategies, “self-evaluation” and “self-consequence” were, respectively, the most and least used. Statistical correlations showed that student motivation is strongly correlated with quality-of-life factors such as “ability” and “concentration” to study, and these, in turn, were the items most correlated with self-regulated learning strategies. Contributions: These results highlight the importance of increasingly stimulating autonomous learning by using teaching approaches that promote motivation, reducing the levels of negative feelings.