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Educar é amar, aprender é disfrutar : benefícios da acção parental no desenvolvimento da aprendizagem auto-regulada nos alunos
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Orientador(es)
Resumo(s)
Baseando-nos em dois pilares, a aprendizagem auto-regulada e a acção parental, a
temática do presente trabalho centra-se na verificação da relação que exiitirá entre o nível de
auto-regulação dos alunos e a percepção que eles têm dos seus pais serem auto-regulados
quotidianamente, tendo como referente as fases do processo de auto-regulação: as fases
prévia, de execução/monitorização e de auto-avaliação (Zimmerman, 2000) e as actividades
parentais que induzem comportamentos académicos auto-regulados nos alunos, como
modelação, encorajamento, facilitação e reforço (Martinez-Sons, 1996). Pressupomos que os
pais têm um papel preponderante no processo de estudo e de aprendizagem dos filhos, cujas
acções levam-nos a desenvolver competências académicas como estabelecimento de
objectivos, motivação para aprender, utilização e ajustamento de estratégias e auto-reflexão.
O estudo é qualitativo, existindo duas etapas distintas. Na primeira é contemplada uma
turma de nono ano de escolaridade, de 28 alunos, 13 rapazes e 14 raparigas, com idades
compreendidas entre 13 e 18 anos, (média de idades global =14,7). Estes alunos responderam
ao Questionário de Auto-Regulação Parental Percebida (Rosário, 2001), que contém 24 itens
referentes às quatro actividades parentais referidas e a quatro processos de auto-regulação dos
alunos. Contemplaram-se também as avaliações quantitativas e qualitativas dadas pelos
professores, no fim do primeiro período lectivo, considerando essencialmente parâmetros
como autonomia, sociabilidade e empenhamento dos alunos. Estes procedimentos, juntamente
com os critérios referentes à idade do aluno e ao agregado familiar, serviram para
seleccionarmos os casos a prosseguirem no estudo.
Na segunda etapa realizaram-se entrevistas semi-directivas, cujos temas abrangeram a auto-regulação da aprendizagem do aluno, a acção parental, a transferência de competências
académicas para outros contextos e uma reflexão sobre o questionário utilizado.
Os dados obtidos não são totalmente consonantes com as questões colocadas
inicialmente, podendo-se, no entanto, inferir que a acção parental face ao estudo e à escola
beneficia as atitudes e os comportamentos académicos dos alunos, não prevendo, contudo, os
resultados escolares.
As contribuições do trabalho vão no sentido de se aprofundar conhecimentos na área
educacional, promovendo alunos mais auto-regulados, portanto, mais autónomos e
participantes no seu processo de aprendizagem.
In basis in two columns, the self-regulated learning and the parental action, the subject of this work is referred to the comprehension of the relation between the level of the students’ auto-regulation and their perceptions about their parents being self-regulated day by day in their life, having the referent on the phases of the self-regulated process: the forethought, the performance/self-monitoring and volitional control and the self-evaluation or self-reflection phase (Zimmerman, 2000); and the parental activities which make the inducement of self-regulated academic behaviors in the students, like modelation, encourajement, facilitation and rewards (Martinez-Pons, 1996). We think that parents have a fulcral action in their children’ study and learning, which permit that students develop academic skills, as objective establishment, learning motivation, strategy use and their adjustment and self-reflection. This is a qualitative study, with two distinct stages. In the first, it is concerned one class of the nine.th school year, which has 28 students, 14 boys and 14 girls, with ages between 13 and 18 years old (the age media =14.7). These students answered the Questionário de Auto-Regulação Parental Percebida (Rosário, 2001), that contains 24 items which refer to the four parental activities and to four students’ self-regulated processes. It is included also the evaluative regists, quantitatives and qualitatives, given by the teachers on the final of the first lective period, considering, essencially, topics as autonomy, sociable activities and students’ determination or pledge. These procedures with the established criteria about the students’ age and family aggregate, served to select the seven study cases. In the second study stage, we made semi-structured interviews to the students selected, that include topics as the student’ self-regulated learning, the parental action, the transference of students’ academic skills to other contexts and a reflection about the used questionnaire. The results are’nt totally consistents with the initial questions, but, however, we can infer that the parental action, in the study and the school behaviors, benefit the attitudes and academic students’ behaviors, but it doesn’t fore their school results. The work contributions go in the way of get more knowledge in the educational area, promoting students more self-regulated, so, students with more autonomy and being more active in their learning processes.
In basis in two columns, the self-regulated learning and the parental action, the subject of this work is referred to the comprehension of the relation between the level of the students’ auto-regulation and their perceptions about their parents being self-regulated day by day in their life, having the referent on the phases of the self-regulated process: the forethought, the performance/self-monitoring and volitional control and the self-evaluation or self-reflection phase (Zimmerman, 2000); and the parental activities which make the inducement of self-regulated academic behaviors in the students, like modelation, encourajement, facilitation and rewards (Martinez-Pons, 1996). We think that parents have a fulcral action in their children’ study and learning, which permit that students develop academic skills, as objective establishment, learning motivation, strategy use and their adjustment and self-reflection. This is a qualitative study, with two distinct stages. In the first, it is concerned one class of the nine.th school year, which has 28 students, 14 boys and 14 girls, with ages between 13 and 18 years old (the age media =14.7). These students answered the Questionário de Auto-Regulação Parental Percebida (Rosário, 2001), that contains 24 items which refer to the four parental activities and to four students’ self-regulated processes. It is included also the evaluative regists, quantitatives and qualitatives, given by the teachers on the final of the first lective period, considering, essencially, topics as autonomy, sociable activities and students’ determination or pledge. These procedures with the established criteria about the students’ age and family aggregate, served to select the seven study cases. In the second study stage, we made semi-structured interviews to the students selected, that include topics as the student’ self-regulated learning, the parental action, the transference of students’ academic skills to other contexts and a reflection about the used questionnaire. The results are’nt totally consistents with the initial questions, but, however, we can infer that the parental action, in the study and the school behaviors, benefit the attitudes and academic students’ behaviors, but it doesn’t fore their school results. The work contributions go in the way of get more knowledge in the educational area, promoting students more self-regulated, so, students with more autonomy and being more active in their learning processes.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Especialização em Psicologia da Educação - Auto-regulação da aprendizagem) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Aprendizagem Influência parental Auto-regulação Envolvimento parental - escola