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As estratégias da autorregulação na aprendizagem da matemática em alunos do Ensino Básico
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Abstract(s)
A presente investigação teve como objetivo analisar as estratégias de autorregulação associadas à aprendizagem da Matemática. O nosso objetivo é compreender se existiam correlações entre as diferentes estratégias (cognitiva e metacognitiva, comportamental e motivacional) e verificar o efeito das variáveis género, ano escolar e desempenho escolar dos alunos na autorregulação para a aprendizagem da matemática. A amostra utilizada para o estudo tem como fator a frequência dos alunos no 6º e 9º ano de escolaridade e deste modo participaram voluntariamente 318 alunos. Foram aplicadas três escalas, uma que avaliava as estratégias cognitivas e metacognitivas da autorregulação, outra que avaliava as estratégias comportamentais e por fim, uma que avaliava a autorregulação motivacional dos alunos. Os dados recolhidos comprovaram a correlação esperada, sendo significativa, entre as três dimensões de autorregulação analisadas: cognitiva e metacognitiva, comportamental e motivacional. No que diz respeito às análises comparativas efetuadas, foram encontradas diferenças significativas entre as estratégias de autorregulação e o ano de escolaridade, constatando que os alunos de 6º ano estavam mais autorregulados nas três dimensões analisadas comparativamente aos alunos de 9º ano. Foram também encontradas diferenças significativas entre todas as dimensões da autorregulação e o desempenho académico, resultados concordantes com a literatura, concluindo-se assim que os alunos mais autorregulados tinham um desempenho académico superior. E por fim, quanto à variável género, as diferenças apenas se apresentam significativas na dimensão cognitiva e metacognitiva, concluindose que as raparigas apresentam estratégias de autorregulação cognitiva e metacognitivas mais ajustadas relativamente aos rapazes. Na discussão serão debatidas as implicações práticas destes resultados e no último capítulo serão tecidas algumas considerações finais.
The present research aimed to analyze the self-regulation strategies associated with the learning of mathematics. Our objective was to understand whether there were correlations between the different strategies (cognitive and metacognitive, behavioral and motivational) and to verify the effect of the variables gender, school year and students' academic performance on self-regulation for mathematics learning. The sample used for the study was based on students' attendance in the 6th and 9th grades, and thus 318 students voluntarily participated. Three scales were applied, one evaluating cognitive and metacognitive self-regulation strategies, another evaluating behavioral strategies, and finally, one evaluating students' motivational self-regulation. The data collected proved the expected correlation, being significant, between the three dimensions of selfregulation analyzed: cognitive and metacognitive, behavioral and motivational. Regarding the comparative analyses performed, significant differences were found between the self-regulation strategies and the year of schooling, finding that 6th grade students were more self-regulated in the three dimensions analyzed compared to 9th grade students. Significant differences were also found between all dimensions of selfregulation and academic performance, results in agreement with the literature, thus concluding that more self-regulated students had a higher academic performance. And finally, regarding the gender variable, the differences were only significant in the cognitive and metacognitive dimensions, concluding that girls have more adjusted cognitive and metacognitive self-regulation strategies than boys. The discussion will discuss the practical implications of these results and in the last chapter some final considerations will be made.
The present research aimed to analyze the self-regulation strategies associated with the learning of mathematics. Our objective was to understand whether there were correlations between the different strategies (cognitive and metacognitive, behavioral and motivational) and to verify the effect of the variables gender, school year and students' academic performance on self-regulation for mathematics learning. The sample used for the study was based on students' attendance in the 6th and 9th grades, and thus 318 students voluntarily participated. Three scales were applied, one evaluating cognitive and metacognitive self-regulation strategies, another evaluating behavioral strategies, and finally, one evaluating students' motivational self-regulation. The data collected proved the expected correlation, being significant, between the three dimensions of selfregulation analyzed: cognitive and metacognitive, behavioral and motivational. Regarding the comparative analyses performed, significant differences were found between the self-regulation strategies and the year of schooling, finding that 6th grade students were more self-regulated in the three dimensions analyzed compared to 9th grade students. Significant differences were also found between all dimensions of selfregulation and academic performance, results in agreement with the literature, thus concluding that more self-regulated students had a higher academic performance. And finally, regarding the gender variable, the differences were only significant in the cognitive and metacognitive dimensions, concluding that girls have more adjusted cognitive and metacognitive self-regulation strategies than boys. The discussion will discuss the practical implications of these results and in the last chapter some final considerations will be made.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da Educação
Keywords
Estratégias de autorregulação Aprendizagem Matemática Strategies Learning Mathematics