Self-regulation of learning with higher education students: analysis of scientific production

Detalhes bibliográficos
Autor(a) principal: Ganda, Danielle Ribeiro
Data de Publicação: 2019
Outros Autores: Boruchovitch, Evely
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos Interdisciplinares em Psicologia
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/eip/article/view/38752
Resumo: Recent research in education has revealed high rates of failure and dropout in higher education. Scholars claim that the problem may be related to students' learning difficulties in the academic context. Self-regulation of learning is a largely investigated perspective for this potential to help students to learn better. The present study aimed to analyze the scientific production of articles on self-regulated learning intervention programs in Higher Education, published nationally and internationally, from 2004 to 2016. The results revealed the positive impact that the programs had on strengthening the capacity of learn to learn from college students. Most intervention programs were conducted in extraclass courses, with large groups of students and data collected through self-report instruments. There were a greater number of studies conducted internationally, with the predominance of teaching strategies in foreign language learning.
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spelling Self-regulation of learning with higher education students: analysis of scientific productionIntervención in autorregulación del aprendizaje con estudiantes de ensino superior: análisis de la producción científicaIntervenção em autorregulação da aprendizagem com alunos do ensino superior: análise da produção científicaself-regulationhigher educationscientific production.autorregulacióneducación superiorproducción científica.autorregulaçãoensino superiorprodução científicaRecent research in education has revealed high rates of failure and dropout in higher education. Scholars claim that the problem may be related to students' learning difficulties in the academic context. Self-regulation of learning is a largely investigated perspective for this potential to help students to learn better. The present study aimed to analyze the scientific production of articles on self-regulated learning intervention programs in Higher Education, published nationally and internationally, from 2004 to 2016. The results revealed the positive impact that the programs had on strengthening the capacity of learn to learn from college students. Most intervention programs were conducted in extraclass courses, with large groups of students and data collected through self-report instruments. There were a greater number of studies conducted internationally, with the predominance of teaching strategies in foreign language learning.Investigaciones recientes en educación han mostrado altas tasas de fracaso y deserción en la educación superior. Los académicos dicen que el problema puede estar relacionado con las dificultades de aprendizaje de los estudiantes en el contexto académico. La autorregulación del aprendizaje es una perspectiva ampliamente investigada por su potencial para ayudar a los estudiantes a aprender mejor. El presente trabajo tuvo como objetivo analizar la producción científica de artículos sobre programas de intervención de aprendizaje autorregulados en Educación Superior, publicados a nivel nacional e internacional, de 2004 a 2016. Los resultados revelaron el impacto positivo que los programas tuvieron en el fortalecimiento de la capacidad de los estudiantes para aprender y aprender. La mayoría de los programas de intervención se realizaron en cursos extraclase, con grandes grupos de estudiantes y datos recopilados a través de instrumentos de autoinforme. Hubo un mayor número de estudios realizados internacionalmente, con el predominio de estrategias de enseñanza en el aprendizaje de lenguas extranjeras.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.Universidade Estadual de Londrina2019-12-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/3875210.5433/2236-6407.2019v10n3p03Estudos Interdisciplinares em Psicologia; v. 10 n. 3 (2019); 03-252236-6407reponame:Estudos Interdisciplinares em Psicologiainstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/38752/26609Copyright (c) 2019 Estudos Interdisciplinares em Psicologiainfo:eu-repo/semantics/openAccessGanda, Danielle RibeiroBoruchovitch, Evely2021-02-01T19:32:15Zoai:ojs.pkp.sfu.ca:article/38752Revistahttps://www.uel.br/revistas/uel/index.php/eipPUBhttps://www.uel.br/revistas/uel/index.php/eip/oai||revistaeip@uel.br2236-64072236-6407opendoar:2021-02-01T19:32:15Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Self-regulation of learning with higher education students: analysis of scientific production
Intervención in autorregulación del aprendizaje con estudiantes de ensino superior: análisis de la producción científica
Intervenção em autorregulação da aprendizagem com alunos do ensino superior: análise da produção científica
title Self-regulation of learning with higher education students: analysis of scientific production
spellingShingle Self-regulation of learning with higher education students: analysis of scientific production
Ganda, Danielle Ribeiro
self-regulation
higher education
scientific production.
autorregulación
educación superior
producción científica.
autorregulação
ensino superior
produção científica
title_short Self-regulation of learning with higher education students: analysis of scientific production
title_full Self-regulation of learning with higher education students: analysis of scientific production
title_fullStr Self-regulation of learning with higher education students: analysis of scientific production
title_full_unstemmed Self-regulation of learning with higher education students: analysis of scientific production
title_sort Self-regulation of learning with higher education students: analysis of scientific production
author Ganda, Danielle Ribeiro
author_facet Ganda, Danielle Ribeiro
Boruchovitch, Evely
author_role author
author2 Boruchovitch, Evely
author2_role author
dc.contributor.author.fl_str_mv Ganda, Danielle Ribeiro
Boruchovitch, Evely
dc.subject.por.fl_str_mv self-regulation
higher education
scientific production.
autorregulación
educación superior
producción científica.
autorregulação
ensino superior
produção científica
topic self-regulation
higher education
scientific production.
autorregulación
educación superior
producción científica.
autorregulação
ensino superior
produção científica
description Recent research in education has revealed high rates of failure and dropout in higher education. Scholars claim that the problem may be related to students' learning difficulties in the academic context. Self-regulation of learning is a largely investigated perspective for this potential to help students to learn better. The present study aimed to analyze the scientific production of articles on self-regulated learning intervention programs in Higher Education, published nationally and internationally, from 2004 to 2016. The results revealed the positive impact that the programs had on strengthening the capacity of learn to learn from college students. Most intervention programs were conducted in extraclass courses, with large groups of students and data collected through self-report instruments. There were a greater number of studies conducted internationally, with the predominance of teaching strategies in foreign language learning.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/eip/article/view/38752
10.5433/2236-6407.2019v10n3p03
url https://ojs.uel.br/revistas/uel/index.php/eip/article/view/38752
identifier_str_mv 10.5433/2236-6407.2019v10n3p03
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/eip/article/view/38752/26609
dc.rights.driver.fl_str_mv Copyright (c) 2019 Estudos Interdisciplinares em Psicologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Estudos Interdisciplinares em Psicologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Estudos Interdisciplinares em Psicologia; v. 10 n. 3 (2019); 03-25
2236-6407
reponame:Estudos Interdisciplinares em Psicologia
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Estudos Interdisciplinares em Psicologia
collection Estudos Interdisciplinares em Psicologia
repository.name.fl_str_mv Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||revistaeip@uel.br
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