Learning strategies and emotional regulation in elementary school

Detalhes bibliográficos
Autor(a) principal: Suehiro, Adriana Cristina Boulhoça
Data de Publicação: 2018
Outros Autores: Boruchovitch, Evely, Schelini, Patrícia Waltz
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/30822
Resumo: The aims of the present study were to characterize the use of learning and emotional regulation strategies of basic education Brazilian children, to examine whether there are differences in the major variables in relation to students´ sex, school year, and age, as well as to explore possible relationship between the variables. The sample consisted of 38 basic education students from public schools. No significant gender differences emerged in the scores of learning strategies and emotional regulation scales. The results revealed that students who were more advanced in school had lower means in the learning strategies scale than those who were in the middle of the Basic Education. Correlations tended to be positive and significant between cognitive, metacognitive and emotional regulation, but their magnitudes were predominantly weak.
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spelling Learning strategies and emotional regulation in elementary schoolEstrategias de aprendizaje y autorregulación emocional en la enseñanza primariaEstratégias de aprendizagem e a regulação da emoção no Ensino Fundamentalcognitive strategiesmetacognitionemotionsbasic education.estrategias cognitivasmetacogniciónemocionesenseñanza fundamental.estratégias cognitivasmetacogniçãoemoçõeseducação básicaThe aims of the present study were to characterize the use of learning and emotional regulation strategies of basic education Brazilian children, to examine whether there are differences in the major variables in relation to students´ sex, school year, and age, as well as to explore possible relationship between the variables. The sample consisted of 38 basic education students from public schools. No significant gender differences emerged in the scores of learning strategies and emotional regulation scales. The results revealed that students who were more advanced in school had lower means in the learning strategies scale than those who were in the middle of the Basic Education. Correlations tended to be positive and significant between cognitive, metacognitive and emotional regulation, but their magnitudes were predominantly weak.El presente estudio tuvo como objetivos caracterizar el uso de estrategias de aprendizaje y regulación emocional de niños brasileños de la Enseñanza Fundamental, examinar si existen diferencias en esas variables en razón del sexo, año escolar y edad, así como explorar posibles relaciones entre ellas. La muestra fue compuesta de 38 alumnos, de la Enseñanza Fundamental de escuelas públicas. Los datos fueron recolectados por medio de dos escalas del tipo Likert. No se encontraron diferencias significativas entre los niños y las niñas en las escalas de estrategias de aprendizaje y de regulación emocional. Los resultados revelaron que los estudiantes de años más avanzados obtuvieron promedios significativamente menores en la escala de estrategias de aprendizaje cuando comparados a los alumnos que están en el medio del curso. Las correlaciones tienden a ser positivas y significativas entre los aspectos cognitivos, metacognitivos y la regulación emocional, pero las magnitudes fueron predominantemente débiles.O presente estudo teve como objetivos caracterizar o uso de estratégias de aprendizagem e de regulação emocional de crianças brasileiras do Ensino Fundamental, examinar se existem diferenças nessas variáveis em razão do sexo, ano escolar e idade dos estudantes, bem como explorar possíveis relações entre elas. A amostra foi composta de 38 alunos, do Ensino Fundamental de escolas públicas. Os dados foram coletados por meio de duas escalas do tipo Likert. Não foram encontradas diferenças significativas entre meninos e meninas nas escalas de estratégias de aprendizagem e de regulação emocional. Os resultados revelaram que os estudantes de anos mais avançados obtiveram médias significativamente menores na escala de estratégias de aprendizagem quando comparados aos alunos que estão no meio do curso. As correlações tenderam a ser positivas e significativas entre os aspectos cognitivos, metacognitivos e a regulação emocional, todavia as magnitudes foram predominantemente fracas. Universidade Estadual de Londrina2018-10-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/3082210.5433/2236-6407.2018v9n3suplp90Estudos Interdisciplinares em Psicologia; v. 9 n. 3supl (2018); 90-1112236-6407reponame:Estudos Interdisciplinares em Psicologiainstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/30822/24360Copyright (c) 2018 Estudos Interdisciplinares em Psicologiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSuehiro, Adriana Cristina BoulhoçaBoruchovitch, EvelySchelini, Patrícia Waltz2022-11-24T13:10:45Zoai:ojs.pkp.sfu.ca:article/30822Revistahttps://www.uel.br/revistas/uel/index.php/eipPUBhttps://www.uel.br/revistas/uel/index.php/eip/oai||revistaeip@uel.br2236-64072236-6407opendoar:2022-11-24T13:10:45Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Learning strategies and emotional regulation in elementary school
Estrategias de aprendizaje y autorregulación emocional en la enseñanza primaria
Estratégias de aprendizagem e a regulação da emoção no Ensino Fundamental
title Learning strategies and emotional regulation in elementary school
spellingShingle Learning strategies and emotional regulation in elementary school
Suehiro, Adriana Cristina Boulhoça
cognitive strategies
metacognition
emotions
basic education.
estrategias cognitivas
metacognición
emociones
enseñanza fundamental.
estratégias cognitivas
metacognição
emoções
educação básica
title_short Learning strategies and emotional regulation in elementary school
title_full Learning strategies and emotional regulation in elementary school
title_fullStr Learning strategies and emotional regulation in elementary school
title_full_unstemmed Learning strategies and emotional regulation in elementary school
title_sort Learning strategies and emotional regulation in elementary school
author Suehiro, Adriana Cristina Boulhoça
author_facet Suehiro, Adriana Cristina Boulhoça
Boruchovitch, Evely
Schelini, Patrícia Waltz
author_role author
author2 Boruchovitch, Evely
Schelini, Patrícia Waltz
author2_role author
author
dc.contributor.author.fl_str_mv Suehiro, Adriana Cristina Boulhoça
Boruchovitch, Evely
Schelini, Patrícia Waltz
dc.subject.por.fl_str_mv cognitive strategies
metacognition
emotions
basic education.
estrategias cognitivas
metacognición
emociones
enseñanza fundamental.
estratégias cognitivas
metacognição
emoções
educação básica
topic cognitive strategies
metacognition
emotions
basic education.
estrategias cognitivas
metacognición
emociones
enseñanza fundamental.
estratégias cognitivas
metacognição
emoções
educação básica
description The aims of the present study were to characterize the use of learning and emotional regulation strategies of basic education Brazilian children, to examine whether there are differences in the major variables in relation to students´ sex, school year, and age, as well as to explore possible relationship between the variables. The sample consisted of 38 basic education students from public schools. No significant gender differences emerged in the scores of learning strategies and emotional regulation scales. The results revealed that students who were more advanced in school had lower means in the learning strategies scale than those who were in the middle of the Basic Education. Correlations tended to be positive and significant between cognitive, metacognitive and emotional regulation, but their magnitudes were predominantly weak.
publishDate 2018
dc.date.none.fl_str_mv 2018-10-07
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/30822
10.5433/2236-6407.2018v9n3suplp90
url https://ojs.uel.br/revistas/uel/index.php/eip/article/view/30822
identifier_str_mv 10.5433/2236-6407.2018v9n3suplp90
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/30822/24360
dc.rights.driver.fl_str_mv Copyright (c) 2018 Estudos Interdisciplinares em Psicologia
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Estudos Interdisciplinares em Psicologia
https://creativecommons.org/licenses/by/4.0
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. 9 n. 3supl (2018); 90-111
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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