What makes learning easier and more difficult? The perspective of teenagers

Rosário Serrão Cunha*, Luísa Mota Ribeiro, Cristiana Sequeira, Rita de Almeida Barros, Leonor Cabral, Teresa Silva Dias

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)
41 Downloads

Abstract

This qualitative study aimed to understand the perceptions of adolescent students about what facilitates and hinders their learning. The knowledge of students' perceptions about their learning allows to improve the quality of the learning processes quality. Five focus groups were conducted, with a semi-structured script, in five different private schools from the North of Portugal, having participated in 32 students randomly selected. Participants were students from 7th, 8th and 9th grades, with ages between 12 and 15 years old. The data analysis followed a semi-inductive process and descriptive coding of data. The results highlighted the key role of teachers in students' learning; the importance of students action versus passivity in the classroom; the relevance of emotional and relational dimension to enhance students' engagement, and the relevance of learning self-regulation strategies. As for implications, it is suggested that actions be carried out with teachers and students based on the data collected and analyzed, in order to promote metacognition of both.
Translated title of the contributionO que facilita e dificulta a aprendizagem? A perspetiva de adolescentes
Original languageEnglish
Article numbere46414
Number of pages17
JournalPsicologia em Estudo
Volume25
DOIs
Publication statusPublished - 2020

Keywords

  • School learning
  • Teaching
  • Adolescence

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