Teacher-student relationship and self-regulated learning in portuguese compulsory education

Detalhes bibliográficos
Autor(a) principal: Azevedo, Ângela Sá
Data de Publicação: 2012
Outros Autores: Dias, Paulo Cesar, Salgado, Ana, Guimarães, Teresa, Lima, Isabel, Barbosa, Andreia
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Paidéia (Ribeirão Preto. Online)
Texto Completo: https://www.revistas.usp.br/paideia/article/view/48002
Resumo: The aim of this paper was to explore the relationship between the students´ perceptions of teachers' behavior and self-regulated learning in Mathematics. The study, conducted among a group of 625 students of Portuguese Compulsory Education (7th to 9th grades) using the QIPBásic and the IPAAr allowed us to understand differences in the aforementioned variables related with students´ gender, age, grades and number of retentions, parents education, professor of Mathematics gender and number of years with the same teacher. The most relevant findings to teaching practice are relate to the positive relation between self-regulated learning and students' perception of their teachers with regard to leadership, helping/friendly, and understanding, as well as the negative relation between self -regulated learning and students' perception of uncertain, dissatisfied and admonishing of their teachers.
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spelling Teacher-student relationship and self-regulated learning in portuguese compulsory educationRelación maestro-alumno y el aprendizaje autorregulado en eso portuguésRelacionamento professor-aluno e auto-regulação da aprendizagem no 3º ciclo do ensino médio portuguêsteacher student interactionself-regulationelementary educationmathematicsinteração professor-alunoauto-regulaçãoensino fundamentalmatemáticainteraccion profesor-estudianteautorregulaciónensenanza de primer gradomatematicaThe aim of this paper was to explore the relationship between the students´ perceptions of teachers' behavior and self-regulated learning in Mathematics. The study, conducted among a group of 625 students of Portuguese Compulsory Education (7th to 9th grades) using the QIPBásic and the IPAAr allowed us to understand differences in the aforementioned variables related with students´ gender, age, grades and number of retentions, parents education, professor of Mathematics gender and number of years with the same teacher. The most relevant findings to teaching practice are relate to the positive relation between self-regulated learning and students' perception of their teachers with regard to leadership, helping/friendly, and understanding, as well as the negative relation between self -regulated learning and students' perception of uncertain, dissatisfied and admonishing of their teachers.Este artículo explora la relación entre la percepción de la conducta del maestro y el aprendizaje autorregulado en Matemáticas. Las respuestas del grupo de 625 estudiantes de ESO Portugués (7º a 9º grados) a los instrumentos QIPBásico y IPAAr nos permiten percibir diferencias en las variables antes mencionadas en materia de género, edad, años de escolaridad y número de cursos suspensos, estudios de los padres, género del maestro en Matemáticas y el número de años con el mismo maestro. Las implicaciones educativas más relevantes se refieren a la relación positiva entre el aprendizaje autorregulado y la percepción de los estudiantes en lo que respecta al liderazgo, apoyo y comprensión, así como la relación negativa entre la autorregulación del aprendizaje con la percepción de insatisfacción, inseguridad y reprensión de sus profesores.Este artigo teve como objetivo explorar a relação entre a percepção do comportamento do professor e auto-regulação da aprendizagem na Matemática. As respostas de 625 alunos do 3ºciclo do Ensino Médio Português (7º ao 9º anos) aos questionários QIPBásico e IPAAr permitiram perceber diferenças nas variáveis supracitadas em função do sexo, da idade, do ano de escolaridade e do número de retenções, do nível educacional dos pais, do sexo do professor de Matemática e do número de anos com o mesmo professor. As conclusões mais relevantes para a prática pedagógica prendem-se à relação positiva entre a auto-regulação da aprendizagem dos alunos e a percepção de liderança, apoio e compreensão por parte dos professores, e relação negativa entre a auto-regulação e a percepção de insatisfação, insegurança e repreensão dos seus professores.Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto2012-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/paideia/article/view/4800210.1590/S0103-863X2012000200006Paidéia (Ribeirão Preto); v. 22 n. 52 (2012); 197-206Paidéia (Ribeirão Preto); Vol. 22 No. 52 (2012); 197-206Paidéia (Ribeirão Preto); Vol. 22 Núm. 52 (2012); 197-2061982-43270103-863Xreponame:Paidéia (Ribeirão Preto. Online)instname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/paideia/article/view/48002/51746https://www.revistas.usp.br/paideia/article/view/48002/51747Copyright (c) 2017 Paidéia (Ribeirão Preto)info:eu-repo/semantics/openAccessAzevedo, Ângela SáDias, Paulo CesarSalgado, AnaGuimarães, TeresaLima, IsabelBarbosa, Andreia2012-12-13T12:46:57Zoai:revistas.usp.br:article/48002Revistahttps://www.revistas.usp.br/paideiaPUBhttps://www.revistas.usp.br/paideia/oai||paideia@usp.br1982-43270103-863Xopendoar:2012-12-13T12:46:57Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Teacher-student relationship and self-regulated learning in portuguese compulsory education
Relación maestro-alumno y el aprendizaje autorregulado en eso portugués
Relacionamento professor-aluno e auto-regulação da aprendizagem no 3º ciclo do ensino médio português
title Teacher-student relationship and self-regulated learning in portuguese compulsory education
spellingShingle Teacher-student relationship and self-regulated learning in portuguese compulsory education
Azevedo, Ângela Sá
teacher student interaction
self-regulation
elementary education
mathematics
interação professor-aluno
auto-regulação
ensino fundamental
matemática
interaccion profesor-estudiante
autorregulación
ensenanza de primer grado
matematica
title_short Teacher-student relationship and self-regulated learning in portuguese compulsory education
title_full Teacher-student relationship and self-regulated learning in portuguese compulsory education
title_fullStr Teacher-student relationship and self-regulated learning in portuguese compulsory education
title_full_unstemmed Teacher-student relationship and self-regulated learning in portuguese compulsory education
title_sort Teacher-student relationship and self-regulated learning in portuguese compulsory education
author Azevedo, Ângela Sá
author_facet Azevedo, Ângela Sá
Dias, Paulo Cesar
Salgado, Ana
Guimarães, Teresa
Lima, Isabel
Barbosa, Andreia
author_role author
author2 Dias, Paulo Cesar
Salgado, Ana
Guimarães, Teresa
Lima, Isabel
Barbosa, Andreia
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Azevedo, Ângela Sá
Dias, Paulo Cesar
Salgado, Ana
Guimarães, Teresa
Lima, Isabel
Barbosa, Andreia
dc.subject.por.fl_str_mv teacher student interaction
self-regulation
elementary education
mathematics
interação professor-aluno
auto-regulação
ensino fundamental
matemática
interaccion profesor-estudiante
autorregulación
ensenanza de primer grado
matematica
topic teacher student interaction
self-regulation
elementary education
mathematics
interação professor-aluno
auto-regulação
ensino fundamental
matemática
interaccion profesor-estudiante
autorregulación
ensenanza de primer grado
matematica
description The aim of this paper was to explore the relationship between the students´ perceptions of teachers' behavior and self-regulated learning in Mathematics. The study, conducted among a group of 625 students of Portuguese Compulsory Education (7th to 9th grades) using the QIPBásic and the IPAAr allowed us to understand differences in the aforementioned variables related with students´ gender, age, grades and number of retentions, parents education, professor of Mathematics gender and number of years with the same teacher. The most relevant findings to teaching practice are relate to the positive relation between self-regulated learning and students' perception of their teachers with regard to leadership, helping/friendly, and understanding, as well as the negative relation between self -regulated learning and students' perception of uncertain, dissatisfied and admonishing of their teachers.
publishDate 2012
dc.date.none.fl_str_mv 2012-08-01
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://www.revistas.usp.br/paideia/article/view/48002
10.1590/S0103-863X2012000200006
url https://www.revistas.usp.br/paideia/article/view/48002
identifier_str_mv 10.1590/S0103-863X2012000200006
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/paideia/article/view/48002/51746
https://www.revistas.usp.br/paideia/article/view/48002/51747
dc.rights.driver.fl_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
dc.source.none.fl_str_mv Paidéia (Ribeirão Preto); v. 22 n. 52 (2012); 197-206
Paidéia (Ribeirão Preto); Vol. 22 No. 52 (2012); 197-206
Paidéia (Ribeirão Preto); Vol. 22 Núm. 52 (2012); 197-206
1982-4327
0103-863X
reponame:Paidéia (Ribeirão Preto. Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Paidéia (Ribeirão Preto. Online)
collection Paidéia (Ribeirão Preto. Online)
repository.name.fl_str_mv Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||paideia@usp.br
_version_ 1800221833722593280

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