Self-regulated learning and study orientation: results of an intervention project

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.creatorPuglia, Patrícia Diane-
Autor(es): dc.creatorRondina, Regina de Cássia-
Autor(es): dc.creatorMartins, Raul Aragão-
Data de aceite: dc.date.accessioned2025-08-21T22:29:59Z-
Data de disponibilização: dc.date.available2025-08-21T22:29:59Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2024-07-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.17979/reipe.2024.11.1.10056-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/300481-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/300481-
Descrição: dc.descriptionThis article reports on the application and assessment of a project for the promotion of self-regulatory skills among technical high school students. The study was conducted at a Federal Educational Institution in the state of São Paulo, Brazil. The study sample consisted of 35 new students who presented problems adapting to the new academic routine and symptoms of anxiety. The students were given systematic study guidance sessions to help them to develop self-regulated learning skills. The study data were collected using the following methods: Scale DASS-21 (Brazilian version), semi-structured initial and final interviews, and researcher’s observations. The results show varying degrees of success among students in acquiring self-regulation skills. The quantitative pre-and post-test comparison of the DASS-21 data and the JT Method showed a reduction in anxiety symptoms in 12 and 8 students respectively, and the analysis of variance detected a significant reduction in the group's average anxiety score after the project. The qualitative analysis showed that, for most of the students, the project sessions promoted the development of skills in self-regulation of learning, improving aspects such as study planning and organisation, among others. Further research is necessary, to address intervening variables.-
Descrição: dc.descriptionCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)-
Descrição: dc.descriptionTeaching and Formative Processes Postgraduate Program-Institute of Biosciences Language and Exact Sciences-Universidade Estadual Paulista (UNESP), São Paulo-
Descrição: dc.descriptionEducation and Human Development Department (DEPEDH) Philosophy and Sciences College Universidade Estadual Paulista (UNESP), São Paulo-
Descrição: dc.descriptionEducation Department Institute of Biosciences Language and Exact Sciences Universidade Estadual Paulista (UNESP), São Paulo-
Descrição: dc.descriptionTeaching and Formative Processes Postgraduate Program-Institute of Biosciences Language and Exact Sciences-Universidade Estadual Paulista (UNESP), São Paulo-
Descrição: dc.descriptionEducation and Human Development Department (DEPEDH) Philosophy and Sciences College Universidade Estadual Paulista (UNESP), São Paulo-
Descrição: dc.descriptionEducation Department Institute of Biosciences Language and Exact Sciences Universidade Estadual Paulista (UNESP), São Paulo-
Idioma: dc.languageen-
Idioma: dc.languagept_BR-
Relação: dc.relationRevista de Estudios e Investigacion en Psicologia y Educacion-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectadolescents-
Palavras-chave: dc.subjectanxiety-
Palavras-chave: dc.subjecthigh school-
Palavras-chave: dc.subjectintervention project-
Palavras-chave: dc.subjectself-regulated learning-
Título: dc.titleSelf-regulated learning and study orientation: results of an intervention project-
Título: dc.titleAprendizaje autorregulado y orientación al estudio: resultados de un proyecto de intervención-
Título: dc.titleAprendizagem autorregulada e orientação de estudo: resultados de um projeto de intervenção-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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