Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psicologia (Universidade de Brasília. Online) |
Texto Completo: | https://periodicos.unb.br/index.php/revistaptp/article/view/38849 |
Resumo: | Self-regulation of learning strategies and time management can foster reading comprehension. This research investigated the content validity of three scales aimed at Middle School students: the Reading Strategies (EE-CL), the Time Planning and Organization (EOT-L), and the Procrastination (EP-L). Three researchers and 16 students evaluated the scales. The theoretical and practical relevance of the EE-CL and EOT-L was verified, but not of the EP-L, whose remaining items were included in the EOT-L. In the internal structure investigation (N= 522 students), the EE-CL presented a unifactorial structure and the EOT-L, two factors, with reasonable reliability estimates. Both scales may help identify specific problems of students' self-regulation aimed at strategies and time management for reading comprehension and support further research. |
id |
UNB-4_0e72c6f3933dd4c9b481cad2d3fc3b16 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/38849 |
network_acronym_str |
UNB-4 |
network_name_str |
Psicologia (Universidade de Brasília. Online) |
repository_id_str |
|
spelling |
Self-Regulation for Reading Comprehension: Assessment of Strategies and Time ManagementAutorregulação para Compreensão de leitura: Avaliação de Estratégias e Gerenciamento do TempoSelf-management, Study habits, Reading, Middle school, Psychological assessmentAutogestão, Hábitos de estudo, Leitura, Ensino fundamental, Avaliação psicológicaSelf-regulation of learning strategies and time management can foster reading comprehension. This research investigated the content validity of three scales aimed at Middle School students: the Reading Strategies (EE-CL), the Time Planning and Organization (EOT-L), and the Procrastination (EP-L). Three researchers and 16 students evaluated the scales. The theoretical and practical relevance of the EE-CL and EOT-L was verified, but not of the EP-L, whose remaining items were included in the EOT-L. In the internal structure investigation (N= 522 students), the EE-CL presented a unifactorial structure and the EOT-L, two factors, with reasonable reliability estimates. Both scales may help identify specific problems of students' self-regulation aimed at strategies and time management for reading comprehension and support further research.A autorregulação das estratégias de aprendizagem e do gerenciamento do tempo fomentam a compreensão de leitura. Nesta pesquisa investigou-se a validade de conteúdo das escalas Estratégias para Leitura (EE-CL), Planejamento e Organização do Tempo (EOT-L) e Procrastinação (EP-L), destinadas ao Ensino Fundamental II. Participaram três pesquisadores e 16 alunos. Identificou-se a pertinência teórica e prática da EE-CL e EOT-L, mas não da EP-L, cujos itens remanescentes foram incluídos na EOT-L. Na análise da estrutura interna (N= 522 estudantes) a EE-CL apresentou uma estrutura unifatorial e a EOT-L, dois fatores, com estimativas adequadas de fidedignidade. Essas escalas podem auxiliar na identificação de problemas na autorregulação das estratégias e do gerenciamento do tempo na compreensão de leitura, bem como subsidiar novas pesquisas.Instituto de Psicologia - Universidade de Brasília2023-10-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/3884910.1590/0102.3772e39307.enPsicologia: Teoria e Pesquisa; Vol. 39 (2023)Psicologia: Teoria e Pesquisa; Vol. 39 (2023)Psicologia: Teoria e Pesquisa; Vol. 39 (2023)Psicologia: Teoria e Pesquisa; v. 39 (2023)1806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBenghttps://periodicos.unb.br/index.php/revistaptp/article/view/38849/38710Copyright (c) 2023 Adriana Satico Ferraz, Acácia Aparecida Angeli dos Santos, Ana Paula Porto Noronhahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSatico Ferraz, AdrianaAparecida Angeli dos Santos, AcáciaPorto Noronha, Ana Paula2023-10-23T13:13:51Zoai:ojs.pkp.sfu.ca:article/38849Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2023-10-23T13:13:51Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management Autorregulação para Compreensão de leitura: Avaliação de Estratégias e Gerenciamento do Tempo |
title |
Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management |
spellingShingle |
Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management Satico Ferraz, Adriana Self-management, Study habits, Reading, Middle school, Psychological assessment Autogestão, Hábitos de estudo, Leitura, Ensino fundamental, Avaliação psicológica |
title_short |
Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management |
title_full |
Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management |
title_fullStr |
Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management |
title_full_unstemmed |
Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management |
title_sort |
Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management |
author |
Satico Ferraz, Adriana |
author_facet |
Satico Ferraz, Adriana Aparecida Angeli dos Santos, Acácia Porto Noronha, Ana Paula |
author_role |
author |
author2 |
Aparecida Angeli dos Santos, Acácia Porto Noronha, Ana Paula |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Satico Ferraz, Adriana Aparecida Angeli dos Santos, Acácia Porto Noronha, Ana Paula |
dc.subject.por.fl_str_mv |
Self-management, Study habits, Reading, Middle school, Psychological assessment Autogestão, Hábitos de estudo, Leitura, Ensino fundamental, Avaliação psicológica |
topic |
Self-management, Study habits, Reading, Middle school, Psychological assessment Autogestão, Hábitos de estudo, Leitura, Ensino fundamental, Avaliação psicológica |
description |
Self-regulation of learning strategies and time management can foster reading comprehension. This research investigated the content validity of three scales aimed at Middle School students: the Reading Strategies (EE-CL), the Time Planning and Organization (EOT-L), and the Procrastination (EP-L). Three researchers and 16 students evaluated the scales. The theoretical and practical relevance of the EE-CL and EOT-L was verified, but not of the EP-L, whose remaining items were included in the EOT-L. In the internal structure investigation (N= 522 students), the EE-CL presented a unifactorial structure and the EOT-L, two factors, with reasonable reliability estimates. Both scales may help identify specific problems of students' self-regulation aimed at strategies and time management for reading comprehension and support further research. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-23 |
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://periodicos.unb.br/index.php/revistaptp/article/view/38849 10.1590/0102.3772e39307.en |
url |
https://periodicos.unb.br/index.php/revistaptp/article/view/38849 |
identifier_str_mv |
10.1590/0102.3772e39307.en |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/revistaptp/article/view/38849/38710 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://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 |
Instituto de Psicologia - Universidade de Brasília |
publisher.none.fl_str_mv |
Instituto de Psicologia - Universidade de Brasília |
dc.source.none.fl_str_mv |
Psicologia: Teoria e Pesquisa; Vol. 39 (2023) Psicologia: Teoria e Pesquisa; Vol. 39 (2023) Psicologia: Teoria e Pesquisa; Vol. 39 (2023) Psicologia: Teoria e Pesquisa; v. 39 (2023) 1806-3446 0102-3772 reponame:Psicologia (Universidade de Brasília. Online) instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Psicologia (Universidade de Brasília. Online) |
collection |
Psicologia (Universidade de Brasília. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
revistaptp@gmail.com |
_version_ |
1800211716257087488 |