Abstract
This study aims to explore the self-regulation learning process of students and their effects on school outcomes among students with and without special educational needs (SEN). Specifically, we examined whether the ability to identify the purpose of the task, the use of cognitive, sociocommunicative attention and request strategies, motivational and self-assessment is different between the two groups. The sample consisted of a group of 25 students of the 4th grade where five students with SEN are included, and the data was collected through the analysis of grid of selfregulatory strategies in the child learning situation from Nader-Grosbois (2007). Results allowed us to find gender differences, with girls more motivated to learning and with overall better results in the tasks. We realized also that academic outcomes are related to self-regulation abilities and motivation for learning. Comparing students with and without special needs, it was concluded that the first group have a more self-regulated profile and better overall performance in the tasks. Pupils with SEN were the ones with the worst performance in the task and self-regulation, revealing changes in cognitive functions involved in self-regulatory processes. Some limitations of the study and
suggested new lines of research are presented.
suggested new lines of research are presented.
Original language | Portuguese |
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Pages (from-to) | 131-146 |
Number of pages | 16 |
Journal | Exedra |
Publication status | Published - 2015 |
Keywords
- Self-regulation
- Hetero-regulation
- Inclusion
- ; Special Educational Needs