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Self-regulation of learning and conscientiouness in Portuguese and Brazilian samples

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dc.contributor.authorBarros, Alexandra
dc.contributor.authorVeiga Simão, Ana
dc.contributor.authorFrisson, Lourdes
dc.date.accessioned2024-04-05T08:54:34Z
dc.date.available2024-04-05T08:54:34Z
dc.date.issued2022
dc.description.abstractTeaching and training are becoming more student-oriented, thus requiring a higher degree of self-regulated learning, involving agency and cyclical adaptation to attain academic success and engagement in academic activities. Previous research has shown how students who set learning-oriented goals, have a greater ability to focus on cognitive tasks and establish a greater commitment to achievement, are more conscientious regarding their academic success. Thus, the purpose of this study was to identify how personality characteristics like goal orientation, self-control, organization and persistence, are reflected in self-regulated learning processes, considering differences in participants from two different cultures. The participants, 402 university students (218 female and 184 male; 50.7% from Brazil and 49.3% from Portugal; mean age 21.66) were asked to answer two inventories, assessing self-regulation and conscientiousness. The results revealed that conscientiousness seems to be a personality trait which is significantly correlated with self-regulated learning and with its different phases in both the Portuguese and Brazilian samples. Moreover, significant differences were found regarding self-regulated learning overall and performance/volition processes specifically in favour of the Brazilian students. However, Portuguese students revealed to be more conscientious. The results obtained in the present study are relevant for a better understanding of the personality, contextual and cultural factors in order to promote interventions that can create conditions for students to be more active and autonomous in managing their learning processes.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationBarros, A., Simão, A.M.V., & Frisson, L. (2022). Self-regulation of learning and conscientiousness in Portuguese and Brazilian samples. Current Psychology, 41, 7835–7842. https://doi.org/10.1007/s12144-020-01232-ypt_PT
dc.identifier.doi10.1007/s12144-020-01232-ypt_PT
dc.identifier.eissn1936-4733
dc.identifier.issn1046-1310
dc.identifier.urihttp://hdl.handle.net/10451/63971
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSpringerpt_PT
dc.relation.publisherversionhttps://link.springer.com/article/10.1007/s12144-020-01232-ypt_PT
dc.subjectSelf-regulation of learningpt_PT
dc.subjectBig fivept_PT
dc.subjectLearningpt_PT
dc.subjectPersonalitypt_PT
dc.titleSelf-regulation of learning and conscientiouness in Portuguese and Brazilian samplespt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage7842pt_PT
oaire.citation.startPage7835pt_PT
oaire.citation.titleCurrent Psychologypt_PT
oaire.citation.volume41pt_PT
person.familyNameBarros
person.familyNameVeiga Simão
person.givenNameAlexandra
person.givenNameAna
person.identifier.ciencia-idF31F-859B-8411
person.identifier.ciencia-id3816-04FD-C6E5
person.identifier.orcid0000-0003-4936-000X
person.identifier.orcid0000-0003-3652-5573
person.identifier.ridN-1121-2016
person.identifier.scopus-author-id56092622700
person.identifier.scopus-author-id54974120700
rcaap.rightsclosedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationae80cb9a-0cfd-4c97-9ff5-00bdad66098d
relation.isAuthorOfPublicationf67b94cb-c09e-4ee8-b70b-fb1433d73e4e
relation.isAuthorOfPublication.latestForDiscoveryae80cb9a-0cfd-4c97-9ff5-00bdad66098d

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