Autorregulação da aprendizagem no domínio da história

: um estudo com alunos do 9º ano de escolaridade

Abstract

This study, based on constructivist paradigm, analyses the process of self-regulated learning in the subject of history. It studies the relationship between self-regulated learning in this field and students' variables: personal – gender; family – parents' academic qualifications and help with homework; academic – homework and study time; motivational – perceptions of both self-efficacy and instrumentality. It also considers the relation between self-regulated learning and academic achievement in history. A sample of 101 students was created from the ninth grade (Middle School) at a school in the district of Porto. They were given a personal and academic data file and the IPAA (Questionnaire of Self-Regulated Learning Processes, Rosário, Lourenço et al., 2010). The results suggest that students make a positive evaluation of their self-regulated behaviour, and also that they have a positive perception of both self-efficacy and instrumentality in the study of history. The results indicate better self-regulatory behaviour in girls than in boys. They emphasise the importance of academic variables – the value of effort, commitment and work on the part of the student – and also motivational variables in the process of self-regulated learning. They also suggest that self-regulated learning has a significant impact on students’ academic achievement. In this study family variables seem to play a less relevant role in the understanding of the students’ self-regulatory behaviour. The educational implications of these results are discussed.

Date of Award	2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Matias Alves (Supervisor) & Luísa Mota Ribeiro (Co-Supervisor)