ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXT
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.5585/eccos.n55.8210 http://hdl.handle.net/11449/209020 |
Resumo: | The objective of this research is to present and discuss how self-regulated learning has been investigated in the educational context through the examination of scientific publications produced up to June 2016 and available on online databases. The analysis of the 20 publications obtained for this investigation allowed to identify that self-regulated academic learning has been predominantly studied through the Cognitive Social Theory theoretical approach. The empirical studies, of qualitative approach, at higher education level, with evaluative objective, and in article format were prevalent. Moreover, the reported studies converged to the understanding that self-regulated learners demonstrate to have more than cognitive strategies, they indicate to bear motivational skills. Considering the results obtained, it is suggested that self-regulated academic learning be a topic of continuous study, supported by educational institutions and by teachers, aiming to develop and strengthen the three self-regulatory dimensions in students: metacognitive, motivational and behavioral. |
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ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXTAcademic self-regulationEducationScientific publicationSocial cognitive theoryTeaching and learningThe objective of this research is to present and discuss how self-regulated learning has been investigated in the educational context through the examination of scientific publications produced up to June 2016 and available on online databases. The analysis of the 20 publications obtained for this investigation allowed to identify that self-regulated academic learning has been predominantly studied through the Cognitive Social Theory theoretical approach. The empirical studies, of qualitative approach, at higher education level, with evaluative objective, and in article format were prevalent. Moreover, the reported studies converged to the understanding that self-regulated learners demonstrate to have more than cognitive strategies, they indicate to bear motivational skills. Considering the results obtained, it is suggested that self-regulated academic learning be a topic of continuous study, supported by educational institutions and by teachers, aiming to develop and strengthen the three self-regulatory dimensions in students: metacognitive, motivational and behavioral.Univ Estadual Paulista Unesp, Educ, Presidente Prudente, SP, BrazilUniv Oeste Paulista UNOESTE, Psicol, Presidente Prudente, SP, BrazilUniv Estadual Paulista Unesp, Educ, Presidente Prudente, SP, BrazilCentro Univ Nove JulhoUniversidade Estadual Paulista (Unesp)Univ Oeste Paulista UNOESTELima Fluminhan, Carmem Silvia [UNESP]Murgo, Camelia Santina2021-06-25T11:46:06Z2021-06-25T11:46:06Z2020-10-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article17http://dx.doi.org/10.5585/eccos.n55.8210Eccos-revista Cientifica. Sao Paulo: Centro Univ Nove Julho, n. 55, 17 p., 2020.1517-1949http://hdl.handle.net/11449/20902010.5585/eccos.n55.8210WOS:000599867000001Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporEccos-revista Cientificainfo:eu-repo/semantics/openAccess2021-10-23T19:23:29Zoai:repositorio.unesp.br:11449/209020Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T13:42:07.954049Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXT |
title |
ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXT |
spellingShingle |
ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXT Lima Fluminhan, Carmem Silvia [UNESP] Academic self-regulation Education Scientific publication Social cognitive theory Teaching and learning |
title_short |
ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXT |
title_full |
ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXT |
title_fullStr |
ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXT |
title_full_unstemmed |
ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXT |
title_sort |
ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXT |
author |
Lima Fluminhan, Carmem Silvia [UNESP] |
author_facet |
Lima Fluminhan, Carmem Silvia [UNESP] Murgo, Camelia Santina |
author_role |
author |
author2 |
Murgo, Camelia Santina |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) Univ Oeste Paulista UNOESTE |
dc.contributor.author.fl_str_mv |
Lima Fluminhan, Carmem Silvia [UNESP] Murgo, Camelia Santina |
dc.subject.por.fl_str_mv |
Academic self-regulation Education Scientific publication Social cognitive theory Teaching and learning |
topic |
Academic self-regulation Education Scientific publication Social cognitive theory Teaching and learning |
description |
The objective of this research is to present and discuss how self-regulated learning has been investigated in the educational context through the examination of scientific publications produced up to June 2016 and available on online databases. The analysis of the 20 publications obtained for this investigation allowed to identify that self-regulated academic learning has been predominantly studied through the Cognitive Social Theory theoretical approach. The empirical studies, of qualitative approach, at higher education level, with evaluative objective, and in article format were prevalent. Moreover, the reported studies converged to the understanding that self-regulated learners demonstrate to have more than cognitive strategies, they indicate to bear motivational skills. Considering the results obtained, it is suggested that self-regulated academic learning be a topic of continuous study, supported by educational institutions and by teachers, aiming to develop and strengthen the three self-regulatory dimensions in students: metacognitive, motivational and behavioral. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-01 2021-06-25T11:46:06Z 2021-06-25T11:46:06Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.5585/eccos.n55.8210 Eccos-revista Cientifica. Sao Paulo: Centro Univ Nove Julho, n. 55, 17 p., 2020. 1517-1949 http://hdl.handle.net/11449/209020 10.5585/eccos.n55.8210 WOS:000599867000001 |
url |
http://dx.doi.org/10.5585/eccos.n55.8210 http://hdl.handle.net/11449/209020 |
identifier_str_mv |
Eccos-revista Cientifica. Sao Paulo: Centro Univ Nove Julho, n. 55, 17 p., 2020. 1517-1949 10.5585/eccos.n55.8210 WOS:000599867000001 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Eccos-revista Cientifica |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
17 |
dc.publisher.none.fl_str_mv |
Centro Univ Nove Julho |
publisher.none.fl_str_mv |
Centro Univ Nove Julho |
dc.source.none.fl_str_mv |
Web of Science reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1808128268673482752 |