Crenças sobre auto-regulação da aprendizagem

: contributos para a adaptação de uma escala para professores

Abstract

The mains objective of this work, is to study the factors that influence teachers' beliefs regarding selfregulated learning of students. To do so, because it is still a construct in our largely unexplored actually started up by making an adjustment scale Self-Regulated Learning Teacher Belief Scale (SRLTB, Lombaerts, et al., 2009) that this is an instrument consisting of 10 items measuring the degree to which teachers consider the concept of self-regulated learning appropriate and feasible for basic education. To construct validity were used as auxiliary Self Regulation Scale (Schwarzer, 1999) and Teachers Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001). Will be studied in addition the relationship between beliefs about self-regulated learning and personal and professional variables. For this study, data were collected from a sample of 136 teachers from the north and the data were subjected to factor analysis and internal consistency. The results suggest a solution with good reliability and reasonable validity of the Escala de Crenças dos Professores sobre a Auto-Regulação da Aprendizagem (ECPAA) (original: Self-Regulated Learning Teacher Belief Scale, SRLTB, Lombaerts et al., 2009), thus as the existence of factors that influence teachers' beliefs about self-regulated learning, such as self-regulation and self-efficacy of teachers and demographic variables such as age and time of service.

Date of Award	15 May 2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Paulo César Dias (Supervisor)