REVISÃO INTEGRATIVA SOBRE AUTORREGULAÇÃO DA APRENDIZAGEM PARA ALUNOS DE 6º ANO DO ENSINO FUNDAMENTAL

Abstract

Studies show that the transition from 5th to 6th grade is a period in which there is an increase in stress and a decrease in self-concept, especially in academic dimensions. Given this scenario, the question arises: how can we help students during this transition phase? Is self-regulation of learning a viable approach to meet the needs of this age group? The aim of this study is to carry out an integrative literature review in order to analyze the self-regulation strategies employed by 6th graders in different countries and their relationship with academic development. To this end, searches were carried out in journals on the CAPES PERIÓDICOS, ERIC, RCAAP and SCIELO scientific databases, covering a period of the last five years, using the descriptors self-regulation, learning and 6th grade. After filtering criteria, 9 articles were selected to serve as the basis for the integrative analysis. Regardless of the geographical area or the instrument used, the results show that self-regulated students have shown higher levels of motivation, organization and better academic performance, as well as greater self-efficacy and consequently a reduction in behaviours that are detrimental to learning.