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Publication
Papel do auto-conceito de competência cognitiva e da auto-aprendizagem no contexto sócio-laboral
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Advisor(s)
Abstract(s)
Este trabalho tem como objectivos investigar a
competência de auto-aprendizagem no contexto sóciolaboral,
questionando a sua relação com a Educação e
Formação Profissional de Adultos e relacionando-a
com variáveis afins, nomeadamente com o auto-conceito
de competência cognitiva, enquanto suporte do
desenvolvimento da autonomia e da responsabilidade
de cada um face à aprendizagem.
Para cumprir tais objectivos, desenvolveu-se um estudo
empírico no contexto de uma Empresa do Norte
de Portugal, com uma amostra de 503 trabalhadores,
com características diversificadas.
Os resultados de estudos correlacionais permitem
afirmar que subjacente a uma melhor competência de
auto-aprendizagem, está um auto-conceito de competência
cognitiva mais positivo, facilitador da aprendizagem
activa. Os resultados dos estudos diferenciais
confirmam duas das hipóteses de trabalho, que previam
manifestações diferenciadas no auto-conceito
de competência cognitiva e na auto-aprendizagem, em
função de variáveis individuais, organizacionais e sócio-
organizacionais, sendo discutidas à luz de uma nova
concepção da formação mais orientada para a
aprendizagem e mais centrada na promoção da autonomia,
responsabilidade e eficácia do adulto-aprendiz
ABSTRACT: This work aims to study the self-learning competence in socio-labour context, and to discuss its relation with Adult Education and Training, as well as with related variables, namely with intellectual selfconcept as a support for the development of autonomy and responsibility towards learning. In order to pursue such aims, we developed an empirical study in the context of a Company from Northern Portugal, with a sample of 503 workers, with different characteristics. The results of correlational studies show that a better self-learning competence is related to a more positive intellectual self-concept as a promoter of active learning. The results of the differential studies confirmed two of our hypotheses, that anticipated different manifestations of intellectual self-concept and of selflearning, as a function of individual, organisational and socio-organisational variables, that are discussed considering a new conception of training focus on learning and on the development of workers-learners autonomy, responsibility and efficiency
ABSTRACT: This work aims to study the self-learning competence in socio-labour context, and to discuss its relation with Adult Education and Training, as well as with related variables, namely with intellectual selfconcept as a support for the development of autonomy and responsibility towards learning. In order to pursue such aims, we developed an empirical study in the context of a Company from Northern Portugal, with a sample of 503 workers, with different characteristics. The results of correlational studies show that a better self-learning competence is related to a more positive intellectual self-concept as a promoter of active learning. The results of the differential studies confirmed two of our hypotheses, that anticipated different manifestations of intellectual self-concept and of selflearning, as a function of individual, organisational and socio-organisational variables, that are discussed considering a new conception of training focus on learning and on the development of workers-learners autonomy, responsibility and efficiency
Description
Keywords
Auto-aprendizagem Auto-conceito de competência Educação de adultos Formação Self-learning Competence self-concept Adult education Training
Citation
Analise Psicológica XVIII(2), 203-219
Publisher
Instituto Superior de Psicologia Aplicada