Autoavaliação, metacognição e aprendizagem
: um estudo com estudantes do 1.º Ano do Ensino Superior

  • Ana Júlia Guacha Saltiel

Student thesis: Doctoral Thesis


The current study corresponds to a thesis elaborated in the scope of the PhD course in Educational Sciences, in the area of Psychology of Learning. The aim of the study was to verify whether self-evaluation is an effective tool for the development of metacognition and improvement of the teaching and learning process. We chose a case study focused on a first-year class of a Mozambican university, in the context of Mathematics. Fourty Human Resources Management and Marketing and Public Relations students participated in the study, as well as the respective professor. Data collection instruments included self-evaluation forms filled out by the students in two moments, an individual interview script to the teacher and a group discussion script with students. Some normative and academic documents of the institution were also analyzed, and classroom observation was also carried out, based on some elements considered relevant to the teaching and learning process. The results allowed us to conclude that students use self-assessment of their learning in an implicit way and as a reaction to the learned content, but not as an intentional learning strategy. They use metacognitive strategies, and metacognitive judgment was the most used modality. It was also verified the use of the metacognitive decision in a small number of students that came to express some regulations of conducts considered necessary for the learning. Metacognition is present in their study strategies, since students have acquired the knowledge, skills and attitudes that are necessary to optimize learning. No gender differences were found in the use of metacognition. The results showed a significant positive relationship between metacognitive strategies and academic performance, as students who used metacognition in its most elaborate form presented better performance. Implications for educational practice are discussed.
Date of Award16 Jul 2018
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorLuísa Mota Ribeiro (Supervisor) & Maria Raul Xavier (Co-Supervisor)


  • Self-evaluation
  • Metacognition
  • Learning
  • Higher Education
  • First-year students


  • Doutoramento em Ciências da Educação

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