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Contraste mental com intenções de implementação
| Name: | Description: | Size: | Format: | |
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| 3.85 MB | Adobe PDF |
Authors
Abstract(s)
Ensinar estratégias metacognitivas em contextos de aprendizagem tem revelado uma elevada eficácia para o sucesso escolar. Nesta investigação pretende-se estudar o impacto do ensino explícito da estratégia Contraste Mental com Intenções de Implementação em alunos do ensino básico e secundário. Esta estratégia agrega dois procedimentos metacognitivos: Contraste Mental que confronta mentalmente aspetos positivos do futuro (metas) e obstáculos do presente (impedimentos à obtenção dessas metas) com Intenções de Implementação que orienta os comportamentos para metas através de planos do tipo «se...então» (e.g., se surgir X então faço Y). Foram explorados efeitos do ensino da estratégia nas metas e planos estratégicos, nas crenças de autoeficácia e valor da tarefa, nas estratégias motivacionais e de controlo do desempenho e nos resultados escolares dos alunos. Exploram-se ainda diferenças entre anos de escolaridade e género e pesquisam-se níveis de sofisticação na autorreflexão dos alunos sobre definição de metas, identificação de obstáculos e planeamento estratégico para os ultrapassar e também nas autorreflexões dos alunos. A amostra foi composta por 110 alunos do 7º e 10ºanos, 45 rapazes e 65 raparigas com idades entre os 12 e os 17 ano (M = 14,39; DP = 1.89), aleatoriamente distribuídos por diferentes grupos: no grupo DREP não houve ensino explícito da estratégia e no grupo DROP procedeu-se ao ensino explícito da estratégia. Este ensino explícito da estratégia foi articulado com a estrutura autorregulatória do modelo trifásico de Zimmerman e integrado nos conteúdos curriculares das disciplinas de Ciências da Natureza e de Biologia/Geologia. Decorreu durante dois períodos letivos em contexto das aulas destas disciplinas, num design quasi-experimental. Utilizaram-se questionários de resposta fechada e de resposta aberta e aplicaram-se medidas de pré e pós-teste. Os resultados obtidos no grupo em que foi aplicado o ensino explícito da estratégia revelam uma melhoria ao nível do valor da tarefa, dos planos estratégicos, dos resultados escolares e da sofisticação da autorreflexão.
Discutem-se limitações e implicações para a investigação e intervenção em contexto educacional.
Teaching metacognitive strategies in learning contexts has been shown to be highly effective in promoting academic achievement. The aim of this research is to study the impact of explicitly teaching the Mental Contrasting and Implementation Intentions strategy to primary and secondary school students. This strategy combines two metacognitive procedures: Mental Contrasting, which involves mentally confronting both the positive aspects of the future (goals) and present obstacles (impediments to achieving those goals), with Implementation Intentions, which directs behaviour toward goals through "if...then" plans (e.g., if X comes up, then I'll do Y). The outcomes of teaching this strategy on goals and strategic planning, self-efficacy beliefs and task value, motivational and performance control strategies, as well as student's academic performance were explored. Differences between grades and gender were also investigated, as well as levels of sophistication in students' ability to self-reflect on goal setting, identification of obstacles, and strategic planning to overcome them, as well as in students' self-reflections. The sample consisted of 110 students from 7th and 10th grades, 45 boys and 65 girls aged between 12 and 17 (M = 14.39; SD = 1.89), randomly assigned to different groups: the DREP group did not receive any explicit teaching of the strategy, and in the DROP group the strategy was explicitly taught. This explicit teaching of the strategy was articulated with the self-regulatory structure of Zimmerman's three-phase model and integrated into the curricula of Nature Sciences and Biology/Geology subjects. It took place over two school terms within the context of these subject classes, through a quasi-experimental design. Closed and open-ended questionnaires were used, and pre and post-test measures were applied. The results in the group in which the strategy was explicitly taught show an improvement in terms of the value of the task, strategic planning, school achievement, and the sophistication of self-reflection. Limitations and implications for research and intervention in an educational context are discussed.
Teaching metacognitive strategies in learning contexts has been shown to be highly effective in promoting academic achievement. The aim of this research is to study the impact of explicitly teaching the Mental Contrasting and Implementation Intentions strategy to primary and secondary school students. This strategy combines two metacognitive procedures: Mental Contrasting, which involves mentally confronting both the positive aspects of the future (goals) and present obstacles (impediments to achieving those goals), with Implementation Intentions, which directs behaviour toward goals through "if...then" plans (e.g., if X comes up, then I'll do Y). The outcomes of teaching this strategy on goals and strategic planning, self-efficacy beliefs and task value, motivational and performance control strategies, as well as student's academic performance were explored. Differences between grades and gender were also investigated, as well as levels of sophistication in students' ability to self-reflect on goal setting, identification of obstacles, and strategic planning to overcome them, as well as in students' self-reflections. The sample consisted of 110 students from 7th and 10th grades, 45 boys and 65 girls aged between 12 and 17 (M = 14.39; SD = 1.89), randomly assigned to different groups: the DREP group did not receive any explicit teaching of the strategy, and in the DROP group the strategy was explicitly taught. This explicit teaching of the strategy was articulated with the self-regulatory structure of Zimmerman's three-phase model and integrated into the curricula of Nature Sciences and Biology/Geology subjects. It took place over two school terms within the context of these subject classes, through a quasi-experimental design. Closed and open-ended questionnaires were used, and pre and post-test measures were applied. The results in the group in which the strategy was explicitly taught show an improvement in terms of the value of the task, strategic planning, school achievement, and the sophistication of self-reflection. Limitations and implications for research and intervention in an educational context are discussed.
Description
Keywords
autorregulação da aprendizagem ensino explícito estratégia metacognitiva MCII self-regulated learning explicit teaching MCII metacognitive strategy