Tutoria autorregulatória em contexto de acolhimento institucional
: implementação e avaliação de um programa de intervenção

  • Inês Soares da Rocha (Student)

Student thesis: Master's Thesis


The scientific literature has been emphasizing the role of promoting learning self-regulation strategies in promoting the academic success of students (Rosario, 2004). However, research in this area has focused mainly in schools. Data from the Instituto da Segurança Social (2012) point to high levels of school failure amongst children and young people in foster care, in particular from after 11 years old, in ages of cycle transition. Despite the need to intervene with this population, strategies to promote learning self-regulation, research and interventions are scarce. This study aimed to implement and evaluate the effectiveness of an intervention program of self-regulatory tutoring, adapting Santos (2012) self-regulatory tutoring program, applied in the school context, to the foster care context. The program was implemented with six young girls, living in a home for children and youth, aged 11 to 14 years, with two tutorial groups: group 1 (2nd cycle) and group 2 (3rd cycle). There were 14 sessions for group 1 and 13 for group 2, based on the Rosário (2004) model of learning self-regulation and using, in most sessions, chapters of books "(Des)Venturas do Testas." Data collection relied on several instruments, of qualitative and quantitative nature, involving the program participants, foster care professionals and participants class directors as informants. The data analysis allowed us to identify improvements in self-regulation reported by the participants, particularly in the planning phase. The perceptions of participants, home professionals and class directors about the program indicate, in general, in direction of its usefulness in developing self-regulatory skills and positive attitudes towards teaching and learning. The study highlights the value of the relational component in tutoring, as well as the transformative potential of context itself, with implications in promoting educational success of children and youth in residential care.
Date of Award26 Jun 2015
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorLuísa Ribeiro Trigo (Supervisor)


  • Mestrado em Psicologia

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