REVISÃO INTEGRATIVA SOBRE AUTORREGULAÇÃO DA APRENDIZAGEM PARA ALUNOS DE 6º ANO DO ENSINO FUNDAMENTAL
Resumo
Estudos demonstram que a transição do quinto para o sexto ano é um período em que ocorre aumento de estresse e diminuição do autoconceito especialmente nas dimensões acadêmicas. Diante deste cenário, surge a questão: como auxiliar os alunos durante essa fase de transição? Seria a autorregulação da aprendizagem uma abordagem viável para atender às necessidades dessa faixa etária? O objetivo deste estudo é realizar uma revisão integrativa da literatura a fim de analisar as estratégias de autorregulação empregadas por alunos do 6° ano em diferentes países e sua relação com o desenvolvimento acadêmico. Para atingir tal propósito, foram realizadas pesquisas em periódicos nas bases científicas CAPES PERIÓDICOS, ERIC, RCAAP e SCIELO, abrangendo um intervalo dos últimos cinco anos, com a utilização dos descritores self-regulation, learning e 6th grade. Após critérios de filtragem, foram selecionados 9 artigos que serviram como base para a análise integrativa. Independentemente do espaço geográfico ou do instrumento utilizado, os resultados demonstram que os alunos autorregulados têm apresentado níveis mais elevados de motivação, organização e melhor desempenho acadêmico, além de maior autoeficácia e consequentemente redução de comportamentos prejudiciais ao aprendizado.
Referências
Alabidi, S., Owais, A., Alabidi, F., & Taani, O. (2022). Exploring the Role of Reflective Diaries as a Formative Assessment Strategy in Promoting Self-Regulated Learning Among ESL Students1. Practical Assessment, Research and Evaluation, 27. https://doi.org/10.7275/kw8k-5n11
Arcoverde, Â. R. dos R., Boruchovitch, E., Góes, N. M., & Acee, T. W. (2022). Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors. Psicologia: Reflexão e Crítica, 35. https://doi.org/10.1186/s41155-021-00203-x
Bandura, A. (2002). Growing Primacy of Human Agency in Adaptation and Change in the Electronic Era. European Psychologist, 7(1), 2–16. https://doi.org/10.1027/1016-9040.7.1.2
Cassoni, C., Correia-Zanini, M. R. G., Marturano, E. M., & Fontaine, A. M. (2020). Adaptive tasks: school transition from the 5th to 6th grade of elementary education. Psico-USF, 25(3), 481–491. https://doi.org/10.1590/1413-82712020250307
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003
Fernández Monsalve, Á. A. (2020). Regulación y autorregulación de los aprendizajes: Una propuesta didáctica en básica secundaria. Sophia, 16(2), 219–232. https://doi.org/10.18634/sophiaj.16v.2i.972
Fluminhan, C. S. L., & Murgo, C. S. (2019). Academic self-regulation and learning strategies assessed in elementary school students. Psicologia Escolar e Educacional, 23. https://doi.org/10.1590/2175-35392019019190
Fluminhan, C. S. L., & Murgo, C. S. (2020). Análise da produção científica sobre a autorregulação da aprendizagem acadêmica no contexto educativo. Eccos (São Paulo, Brazil), 55, e8210-17. https://doi.org/10.5585/eccos.n55.8210
Ganda, D. R., & Boruchovitch, E. (2018). Self-regulation of Learning: Key Concepts and Theoretical Models. Revista Psicologia Da Educação, 1(46). https://doi.org/10.5935/2175-3520.20180008
Góes, N. M., & Boruchovitch, E. (2022). Efeitos positivos de um programa de intervenção para o fortalecimento das estratégias de aprendizagem de professores do Ensino Médio brasileiro. Pro-Posições, 33. https://doi.org/10.1590/1980-6248-2020-0100
Gorgoz, S., & Tican*, C. (2020). Investigation of Middle School Students’ Self-Regulation Skills and Vocabulary Learning Strategies in Foreign Language. International Journal of Educational Methodology, 6(1), 25–42. https://doi.org/10.12973/ijem.6.1.25
Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207–241. https://doi.org/10.1016/j.cedpsych.2004.08.001
Ha, C., Roehrig, A. D., & Zhang, Q. (2023). Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis. PloS One, 18(4), e0284385. https://doi.org/10.1371/journal.pone.0284385
Jovarini, N. V., Leme, V. B. R., & Correia-Zanini, M. R. G. (2018). Influence of social skills and stressors on academic achievement in the sixth-grade. Paideia, 28(69). https://doi.org/10.1590/1982-4327e2819
Machado, A. C. T. A., & Boruchovitch, E. (2018). Promovendo a autorregulação da aprendizagem em sala de aula: considerações sobre modelos de intervenção e a formação de professores | Promoting self-regulated learning in the classroom: Considerations on intervention models and teacher education. Revista de Educação PUC-Campinas, 23(3), 337. https://doi.org/10.24220/2318-0870v23n3a4107
Öznur Tokgöz, E., & Doğan, A. (2022). An investigation of the effect of some affective variables on predicting 6th grade students’ academic achievement in the science course*. In International Journal of Curriculum and Instruction (Vol. 14, Issue 2). https://orcid.org/0000-0001-8028-9251
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. In The BMJ (Vol. 372). BMJ Publishing Group. https://doi.org/10.1136/bmj.n71
Potanina, A. M., & Morosanova, V. I. (2022). Individual-typological features of relationship between conscious self-gulation, psychological well-being and academic achievement in 6th grade students. Теоретическая и Экспериментальная Психология, 15(1), 52–78. https://doi.org/10.24412/2073-0861-2022-1-52-78
Ronqui, V., Sánchez, M. F., & Trías, D. (2021). La enseñanza de la autorregulación en aulas de educación primaria. Cuadernos de Investigación Educativa, 12(2), 5–22. https://doi.org/10.18861/cied.2021.12.2.3055
Teng, (Mark) Feng. (2020). Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development. Studies in Educational Evaluation, 65. https://doi.org/10.1016/j.stueduc.2020.100870
Trias Seferian, D., Mels Auman, C., & Huertas Martínez, J. A. (2021). Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students. Revista Electrónica de Investigación Educativa, 23. https://doi.org/10.24320/redie.2021.23.e02.2945
Tsiriotakis, I. K., Spiliotopoulos, V., Grünke, M., & Kokolakis, C. (2021). The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners. Journal of Education and Learning, 10(5), 63. https://doi.org/10.5539/jel.v10n5p63
Türkben, T. (2021). The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students. International Journal of Education and Literacy Studies, 9(2), 52. https://doi.org/10.7575/aiac.ijels.v.9n.2p.52
Väisänen, S., Hallberg, S., Valtonen, T., Tervo, I.-A., Kankaanpää, J., Sointu, E., & Hirsto, L. (2022). Pupils’ experiences of learning analytics visualizations in supporting self-regulated learning in an elementary school classroom. Seminar.Net, 18(1). https://doi.org/10.7577/seminar.4690
Vieira, L. M. N., Paiva, A. C. A., Dutra, H. T., Moretzsohn, J. P. de B., Barros, T. A. de, & Silva, W. O. (2023). Self-regulated learning e ensino médico: revisão de literatura. Revista Brasileira de Educação Médica, 47(1). https://doi.org/10.1590/1981-5271v47.1-20220017
Works Clearinghouse, W. (2017). WWC Intervention Report Students With a Specific Learning Disability Self-Regulated Strategy Development Intervention Description 1 This intervention report presents findings from a systematic review of SRSD conducted using the WWC Procedures and Standards Handbook (version 3.0) and the Students With a Specific Learning Disability review protocol (version 3.0). www.thinksrsd.com
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. In Theory into Practice (Vol. 41, Issue 2, pp. 64–70). Ohio State University Press. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Arcoverde, Â. R. dos R., Boruchovitch, E., Góes, N. M., & Acee, T. W. (2022). Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors. Psicologia: Reflexão e Crítica, 35. https://doi.org/10.1186/s41155-021-00203-x
Bandura, A. (2002). Growing Primacy of Human Agency in Adaptation and Change in the Electronic Era. European Psychologist, 7(1), 2–16. https://doi.org/10.1027/1016-9040.7.1.2
Cassoni, C., Correia-Zanini, M. R. G., Marturano, E. M., & Fontaine, A. M. (2020). Adaptive tasks: school transition from the 5th to 6th grade of elementary education. Psico-USF, 25(3), 481–491. https://doi.org/10.1590/1413-82712020250307
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003
Fernández Monsalve, Á. A. (2020). Regulación y autorregulación de los aprendizajes: Una propuesta didáctica en básica secundaria. Sophia, 16(2), 219–232. https://doi.org/10.18634/sophiaj.16v.2i.972
Fluminhan, C. S. L., & Murgo, C. S. (2019). Academic self-regulation and learning strategies assessed in elementary school students. Psicologia Escolar e Educacional, 23. https://doi.org/10.1590/2175-35392019019190
Fluminhan, C. S. L., & Murgo, C. S. (2020). Análise da produção científica sobre a autorregulação da aprendizagem acadêmica no contexto educativo. Eccos (São Paulo, Brazil), 55, e8210-17. https://doi.org/10.5585/eccos.n55.8210
Ganda, D. R., & Boruchovitch, E. (2018). Self-regulation of Learning: Key Concepts and Theoretical Models. Revista Psicologia Da Educação, 1(46). https://doi.org/10.5935/2175-3520.20180008
Góes, N. M., & Boruchovitch, E. (2022). Efeitos positivos de um programa de intervenção para o fortalecimento das estratégias de aprendizagem de professores do Ensino Médio brasileiro. Pro-Posições, 33. https://doi.org/10.1590/1980-6248-2020-0100
Gorgoz, S., & Tican*, C. (2020). Investigation of Middle School Students’ Self-Regulation Skills and Vocabulary Learning Strategies in Foreign Language. International Journal of Educational Methodology, 6(1), 25–42. https://doi.org/10.12973/ijem.6.1.25
Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207–241. https://doi.org/10.1016/j.cedpsych.2004.08.001
Ha, C., Roehrig, A. D., & Zhang, Q. (2023). Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis. PloS One, 18(4), e0284385. https://doi.org/10.1371/journal.pone.0284385
Jovarini, N. V., Leme, V. B. R., & Correia-Zanini, M. R. G. (2018). Influence of social skills and stressors on academic achievement in the sixth-grade. Paideia, 28(69). https://doi.org/10.1590/1982-4327e2819
Machado, A. C. T. A., & Boruchovitch, E. (2018). Promovendo a autorregulação da aprendizagem em sala de aula: considerações sobre modelos de intervenção e a formação de professores | Promoting self-regulated learning in the classroom: Considerations on intervention models and teacher education. Revista de Educação PUC-Campinas, 23(3), 337. https://doi.org/10.24220/2318-0870v23n3a4107
Öznur Tokgöz, E., & Doğan, A. (2022). An investigation of the effect of some affective variables on predicting 6th grade students’ academic achievement in the science course*. In International Journal of Curriculum and Instruction (Vol. 14, Issue 2). https://orcid.org/0000-0001-8028-9251
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. In The BMJ (Vol. 372). BMJ Publishing Group. https://doi.org/10.1136/bmj.n71
Potanina, A. M., & Morosanova, V. I. (2022). Individual-typological features of relationship between conscious self-gulation, psychological well-being and academic achievement in 6th grade students. Теоретическая и Экспериментальная Психология, 15(1), 52–78. https://doi.org/10.24412/2073-0861-2022-1-52-78
Ronqui, V., Sánchez, M. F., & Trías, D. (2021). La enseñanza de la autorregulación en aulas de educación primaria. Cuadernos de Investigación Educativa, 12(2), 5–22. https://doi.org/10.18861/cied.2021.12.2.3055
Teng, (Mark) Feng. (2020). Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development. Studies in Educational Evaluation, 65. https://doi.org/10.1016/j.stueduc.2020.100870
Trias Seferian, D., Mels Auman, C., & Huertas Martínez, J. A. (2021). Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students. Revista Electrónica de Investigación Educativa, 23. https://doi.org/10.24320/redie.2021.23.e02.2945
Tsiriotakis, I. K., Spiliotopoulos, V., Grünke, M., & Kokolakis, C. (2021). The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners. Journal of Education and Learning, 10(5), 63. https://doi.org/10.5539/jel.v10n5p63
Türkben, T. (2021). The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students. International Journal of Education and Literacy Studies, 9(2), 52. https://doi.org/10.7575/aiac.ijels.v.9n.2p.52
Väisänen, S., Hallberg, S., Valtonen, T., Tervo, I.-A., Kankaanpää, J., Sointu, E., & Hirsto, L. (2022). Pupils’ experiences of learning analytics visualizations in supporting self-regulated learning in an elementary school classroom. Seminar.Net, 18(1). https://doi.org/10.7577/seminar.4690
Vieira, L. M. N., Paiva, A. C. A., Dutra, H. T., Moretzsohn, J. P. de B., Barros, T. A. de, & Silva, W. O. (2023). Self-regulated learning e ensino médico: revisão de literatura. Revista Brasileira de Educação Médica, 47(1). https://doi.org/10.1590/1981-5271v47.1-20220017
Works Clearinghouse, W. (2017). WWC Intervention Report Students With a Specific Learning Disability Self-Regulated Strategy Development Intervention Description 1 This intervention report presents findings from a systematic review of SRSD conducted using the WWC Procedures and Standards Handbook (version 3.0) and the Students With a Specific Learning Disability review protocol (version 3.0). www.thinksrsd.com
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. In Theory into Practice (Vol. 41, Issue 2, pp. 64–70). Ohio State University Press. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Publicado
2023-12-13
Edição
Secção
Artigos
Direitos de Autor (c) 2023 Fábio Marcon Alfieri
Este trabalho está licenciado com uma Licença Creative Commons - Atribuição 4.0 Internacional.
