Contributions of a subject in promoting self-regulated learning in university students who came from the public school system

• Autor(a) principal: Fior, Camila Alves
• Data de Publicação: 2022
• Outros Autores: Graciola, Marilda Aparecida Dantas, Pelissoni, Adriane Martins Soares, Polydoro, Soely Aparecida Jorge
• Tipo de documento: Artigo
• Idioma: eng; por
• Título da fonte: Revista Docência do Ensino Superior (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/39772
• topic: aprendizagem; ensino superior; sucesso acadêmico; mediação da aprendizagem; aprendizaje; educación superior; éxito académico; mediación del aprendizaje; learning; higher education; academic success; mediation of learning

Self-regulated learning configures an important strategy for learning and academic success. This study describes the pedagogical decisions and mediations from professors of a self-regulated course and analyzes its contributions to university students who came from public school system. This subject, spanning 15 weekly face-to-face classes in a semester, addresses self-regulated processes, is based on collaborative learning, uses storytelling and reflexive and practical activities, and offers personalized feedback. In total, 192 university students who voluntarily answered self-reported questionnaires at the beginning and end of the course were followed-up to evaluate the effect course of the subject on participants. Their understanding and use of self-regulated processes increased after they completed the course. We found statistically significant results in students who began the course with lower levels of self-regulation. This study discusses the role of pedagogical mediations that facilitate the promotion of self-regulated learning in higher education.