Teacher-student relationship and self-regulated learning in portuguese compulsory education
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , , , , |
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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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 |
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1800221833722593280 |