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Feedback docente na autorregulação de aprendizagens : dinâmicas no desempenho acadêmico em estudantes do ensino superior
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Neste estudo, buscou-se responder a esta questão: como varia o desempenho acadêmico em função da percepção de feedback docente e da autorregulação das aprendizagens de estudantes de licenciatura dos Institutos Federais de Educação, Ciência e Tecnologia? Prioriza-se a abordagem socioconstrutivista quanto ao feedback ao destacar o papel do estudante em sua postura ativa de escuta e de reestruturação de seu processo de aprendizagem. Quanto à autorregulação, tem-se como base teórica as teorias cognitivo-sociais, entendendo que a autorregulação das aprendizagens é um processo cíclico, que envolve componentes de cognição, metacognição, motivação e sentimentos do estudante. No que se refere à metodologia, tem-se dois estudos: o Estudo Piloto, que teve por objetivo construir e validar o instrumento, e o Estudo Final que buscou responder ao problema de investigação. O primeiro baseou-se na Escala de Estratégias de Aprendizagem para Estudantes Universitários de Boruchovitch e Santos (2015), na Escala de percepção dos alunos sobre o feedback dos professores de Carvalho, Conboy e Santos (2015) e no questionário Student Conceptions of Feedback Questionnaire de Irving e Peterson (2006). Teve como amostra 773 estudantes dos Institutos Federais de Educação, Ciência e Tecnologia. O instrumento final resulta da junção das escalas citadas. Após a sua validação, há o Estudo Final com uma amostra de 1.253 estudantes. Os resultados indicam que a autorregulação dos estudantes se associa significativamente com sua percepção do uso do feedback eficaz dos professores e com sua percepção de sua própria utilização deste feedback. Quanto ao desempenho, observa-se que a média das notas no semestre relaciona-se positivamente com a autorregulação das aprendizagens dos estudantes e com a percepção do feedback. Por fim, os resultados do modelo teórico indicam que a percepção de feedback eficaz do professor explica significativamente tanto a autorregulação dos estudantes quanto o desempenho. A percepção de feedback apresenta também uma consequência indireta sobre o desempenho, quando mediado pela autorregulação dos estudantes. Assim, verificou-se que, quanto maior a percepção da efetividade do feedback dos professores e o nível de autorregulação das aprendizagens, melhor é o desempenho dos estudantes.
In this study, we sought to answer this question: how does academic performance vary as a function of the perception of teacher feedback and the understanding of self-regulation of learning by undergraduate students at the Federal Institutes of Education, Science and Technology? The socio-constructivist approach to feedback is prioritized by highlighting the student's role in their active listening and restructuring of their learning process. As for self-regulation, the cognitive-social theories are theoretically based, understanding that the self-regulation of learning is a cyclical process, which involves components of cognition, metacognition, motivation and student feelings. Regarding the methodology, there are two studies: the Pilot Study, which aimed to build and validate the instrument, and the Final Study, which sought to answer the research problem. The first was based on the Learning Strategies Scale for University Students by Boruchovitch and Santos (2015), on the Student Perception Scale on Teacher Feedback by Carvalho, Conboy and Santos (2015) and on the Student Conceptions of Feedback Questionnaire by Irving and Peterson (2006), as well as having a sample of 773 higher education students. The final instrument results from the junction of the scales; after its validation, there is the Final Study with a sample of 1,253 students. The results indicate that students' self-regulation is significantly associated with their perception of their use of effective teacher feedback and with their perception of their own use of this feedback. As for performance, it is observed that the average of the grades in the semester is positively related to the self-regulation of students' learning and to the perception of feedback. Finally, the results of the theoretical model indicate that the perception of effective teacher feedback significantly explains both student self-regulation and performance. The perception of feedback also has an indirect consequence on performance, when mediated by students' self-regulation. Thus, it was found that the greater the perception of the effectiveness of the teachers' feedback and the level of self-regulation of learning, the better the students' performance.
In this study, we sought to answer this question: how does academic performance vary as a function of the perception of teacher feedback and the understanding of self-regulation of learning by undergraduate students at the Federal Institutes of Education, Science and Technology? The socio-constructivist approach to feedback is prioritized by highlighting the student's role in their active listening and restructuring of their learning process. As for self-regulation, the cognitive-social theories are theoretically based, understanding that the self-regulation of learning is a cyclical process, which involves components of cognition, metacognition, motivation and student feelings. Regarding the methodology, there are two studies: the Pilot Study, which aimed to build and validate the instrument, and the Final Study, which sought to answer the research problem. The first was based on the Learning Strategies Scale for University Students by Boruchovitch and Santos (2015), on the Student Perception Scale on Teacher Feedback by Carvalho, Conboy and Santos (2015) and on the Student Conceptions of Feedback Questionnaire by Irving and Peterson (2006), as well as having a sample of 773 higher education students. The final instrument results from the junction of the scales; after its validation, there is the Final Study with a sample of 1,253 students. The results indicate that students' self-regulation is significantly associated with their perception of their use of effective teacher feedback and with their perception of their own use of this feedback. As for performance, it is observed that the average of the grades in the semester is positively related to the self-regulation of students' learning and to the perception of feedback. Finally, the results of the theoretical model indicate that the perception of effective teacher feedback significantly explains both student self-regulation and performance. The perception of feedback also has an indirect consequence on performance, when mediated by students' self-regulation. Thus, it was found that the greater the perception of the effectiveness of the teachers' feedback and the level of self-regulation of learning, the better the students' performance.
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Ensino Superior Institutos Federais Autorregulação Desempenho Acadêmico Higher Education Federal Institutes Feedback Self-Regulation Academic Performance