The characteristics of accounting students and metacognitive strategies for self-regulated learning

Detalhes bibliográficos
Autor(a) principal: Silva, Thiago Bruno de Jesus
Data de Publicação: 2021
Outros Autores: Sallaberry, Jonatas Dutra, Freitas, Marcelo Machado, Flach, Leonardo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Gestão e Avaliação Educacional
DOI: 10.5902/2318133842375
Texto Completo: http://periodicos.ufsm.br/regae/article/view/42375
Resumo: The research aimed to analyze the relationship between self-regulated learning (SRL) strategies and the individual characteristics of students in the Accounting course. Structural equation modeling with partial least squares - PLS-SEM - was applied to a sample of 364 students using the instrument by Zimmermann and Ponz (1986). The results revealed the strategies employed, as well as the relationship between the individual characteristics to the strategies, reinforce the premise that students with different characteristics employ different strategies. The discussion of the results presents evidence that can contribute to the pedagogical process of teaching as well as provides insights to explain problems in the literature on the theme of self-regulated learning.Key-words: teaching; learning; memorization; performance.
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spelling The characteristics of accounting students and metacognitive strategies for self-regulated learningAs características dos discentes de Ciências Contábeis e as estratégias metacognitivas de aprendizagem autorreguladaEnsinoaprendizadoimpostormemorizaçãodesempenhoThe research aimed to analyze the relationship between self-regulated learning (SRL) strategies and the individual characteristics of students in the Accounting course. Structural equation modeling with partial least squares - PLS-SEM - was applied to a sample of 364 students using the instrument by Zimmermann and Ponz (1986). The results revealed the strategies employed, as well as the relationship between the individual characteristics to the strategies, reinforce the premise that students with different characteristics employ different strategies. The discussion of the results presents evidence that can contribute to the pedagogical process of teaching as well as provides insights to explain problems in the literature on the theme of self-regulated learning.Key-words: teaching; learning; memorization; performance.Neste texto apresenta-se resultados de pesquisa que teve como objetivo analisar a relação entre as estratégias de aprendizagem autorregulada e as características individuais de discentes do curso de Ciências Contábeis. Aplicou-se modelagem de equações estruturais com mínimos quadrados parciais - PLS-SEM - em amostra de 364 estudantes por meio do instrumento de Zimmermann e Ponz (1986). Os resultados revelaram as estratégias empregadas, bem como a relação entre as características individuais às estratégias, reforçam a premissa de que estudantes com diferentes características empregam diferentes estratégias. A discussão dos resultados apresenta evidências que podem contribuir com o processo pedagógico de ensino, bem como fornece insights para a explicar problemas da literatura sobre a temática de aprendizagem autorregulada.Palavras-chave: ensino; aprendizado; memorização; desempenho.Universidade Federal de Santa Maria2021-01-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/regae/article/view/4237510.5902/2318133842375Regae: Revista de Gestão e Avaliação Educacional; v. 9, n. 18, 2020, Continuous publication; 1-17Revista de Gestão e Avaliação Educacional; v. 9, n. 18, 2020, Publicação contínua; 1-172318-13382176-2171reponame:Revista de Gestão e Avaliação Educacionalinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/regae/article/view/42375/pdfCopyright (c) 2020 Revista de Gestão e Avaliação Educacionalinfo:eu-repo/semantics/openAccessSilva, Thiago Bruno de JesusSallaberry, Jonatas DutraFreitas, Marcelo MachadoFlach, Leonardo2021-01-08T12:20:27Zoai:ojs.pkp.sfu.ca:article/42375Revistahttps://periodicos.ufsm.br/regaePUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/regae/oai||revistaregae@gmail.com2318-13382176-2171opendoar:2021-01-08T12:20:27Revista de Gestão e Avaliação Educacional - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv The characteristics of accounting students and metacognitive strategies for self-regulated learning
As características dos discentes de Ciências Contábeis e as estratégias metacognitivas de aprendizagem autorregulada
title The characteristics of accounting students and metacognitive strategies for self-regulated learning
spellingShingle The characteristics of accounting students and metacognitive strategies for self-regulated learning
The characteristics of accounting students and metacognitive strategies for self-regulated learning
Silva, Thiago Bruno de Jesus
Ensino
aprendizado
impostor
memorização
desempenho
Silva, Thiago Bruno de Jesus
Ensino
aprendizado
impostor
memorização
desempenho
title_short The characteristics of accounting students and metacognitive strategies for self-regulated learning
title_full The characteristics of accounting students and metacognitive strategies for self-regulated learning
title_fullStr The characteristics of accounting students and metacognitive strategies for self-regulated learning
The characteristics of accounting students and metacognitive strategies for self-regulated learning
title_full_unstemmed The characteristics of accounting students and metacognitive strategies for self-regulated learning
The characteristics of accounting students and metacognitive strategies for self-regulated learning
title_sort The characteristics of accounting students and metacognitive strategies for self-regulated learning
author Silva, Thiago Bruno de Jesus
author_facet Silva, Thiago Bruno de Jesus
Silva, Thiago Bruno de Jesus
Sallaberry, Jonatas Dutra
Freitas, Marcelo Machado
Flach, Leonardo
Sallaberry, Jonatas Dutra
Freitas, Marcelo Machado
Flach, Leonardo
author_role author
author2 Sallaberry, Jonatas Dutra
Freitas, Marcelo Machado
Flach, Leonardo
author2_role author
author
author
dc.contributor.author.fl_str_mv Silva, Thiago Bruno de Jesus
Sallaberry, Jonatas Dutra
Freitas, Marcelo Machado
Flach, Leonardo
dc.subject.por.fl_str_mv Ensino
aprendizado
impostor
memorização
desempenho
topic Ensino
aprendizado
impostor
memorização
desempenho
description The research aimed to analyze the relationship between self-regulated learning (SRL) strategies and the individual characteristics of students in the Accounting course. Structural equation modeling with partial least squares - PLS-SEM - was applied to a sample of 364 students using the instrument by Zimmermann and Ponz (1986). The results revealed the strategies employed, as well as the relationship between the individual characteristics to the strategies, reinforce the premise that students with different characteristics employ different strategies. The discussion of the results presents evidence that can contribute to the pedagogical process of teaching as well as provides insights to explain problems in the literature on the theme of self-regulated learning.Key-words: teaching; learning; memorization; performance.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-08
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 http://periodicos.ufsm.br/regae/article/view/42375
10.5902/2318133842375
url http://periodicos.ufsm.br/regae/article/view/42375
identifier_str_mv 10.5902/2318133842375
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/regae/article/view/42375/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista de Gestão e Avaliação Educacional
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista de Gestão e Avaliação Educacional
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Regae: Revista de Gestão e Avaliação Educacional; v. 9, n. 18, 2020, Continuous publication; 1-17
Revista de Gestão e Avaliação Educacional; v. 9, n. 18, 2020, Publicação contínua; 1-17
2318-1338
2176-2171
reponame:Revista de Gestão e Avaliação Educacional
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista de Gestão e Avaliação Educacional
collection Revista de Gestão e Avaliação Educacional
repository.name.fl_str_mv Revista de Gestão e Avaliação Educacional - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv ||revistaregae@gmail.com
_version_ 1822180653584613376
dc.identifier.doi.none.fl_str_mv 10.5902/2318133842375

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