A relação entre as abordagens à aprendizagem e a autorregulação da aprendizagem de alunos do ensino médio regular diurno no Município de Camaquã - RS

Abstract

This work aims to understand the learning processes of middle school students through the constructs 'Approaches to Student Learning' (SAL) and 'SelfRegulation of Learning' (SRL), with specific objectives to identify the correlation between both constructs and those with gender, age, grade, repetition and level of parental education. This study included 133 students (42 boys and 91 girls ) from regular high school in a public school of Camaquã, RS, Brazil, aged between 14 and 19 years (M = 16.24 years). With respect to grade, 35 students were in first year, 47 at second year and 51 in the third year. Three quantitative instruments were used to data collection. The first, Students’ Approaches to Learning Inventory, adapted to the Portuguese of Brazil, consists of 12 items related to two factors or dimensions: a deep approach and a surface approach, each containing two subscales related to the motivational and strategic variables. The second, called the SelfRegulated Learning Processes Inventory, is also a cultural adaptation of an instrument built in Portugal. It consists of nine items related to the three phases of the autoregulatory cycle: forethought phase, performance phase and selfreflection phase. Besides the adaptation of these two surveys, we developed a form of personal and school data, which students fill together with other instruments. Data collection was conducted in regular class period, in December 2013, with the consent of the school principal and the classroom teacher, and class after the completion of the Informed Consent Form by the students. After collection, the data were tabulated electronically, checked and submitted to statistical analysis using Winstat 1.0. The results suggest the suitability and validity of the instruments for the SAL and SRL constructs. Two approaches to learning, deep and superficial were found, each with two subscales, motivation and strategy, consistent with a model of four first order factors and two second order factors. We also found a single scale of selfregulated learning, consistent with the cyclic model of Zimmerman (2002). There are statistical differences between the sexes, both in Approaches to Learning as the selfregulatory processes. The results demonstrate that the selfregulation of learning correlates positively with Deep Approach and negatively with Surface Approach, and also that students in this sample are attending high school without acquiring new learning strategies or not knowing how to use them appropriately, resulting in low selfregulated learning and reducing the deep approaches, especially with respect to male individuals. The validated instruments in this work could be used in future research, since it proved reliable for its purpose, which may be the major contribution of this study.