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Self-efficacy beliefs for writing, reading, mathematics and self-regulated learning of high school students

Grant number: 22/04585-2
Support Opportunities:Regular Research Grants
Duration: September 01, 2022 - August 31, 2024
Field of knowledge:Humanities - Education - Educational Teaching and Learning
Principal Investigator:Roberto Tadeu Iaochite
Grantee:Roberto Tadeu Iaochite
Host Institution: Instituto de Biociências (IB). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil
Associated researchers: Daniel Peter Cervone ; Roberta Gurgel Azzi


This research project aims to investigate self-efficacy beliefs for learning self-regulation, for emotional and social regulation regarding the domains of writing, reading, and mathematics learning among high school students, from the socio-cognitive perspective of the KAPA research model proposed by Cervone (2004). This is quantitative-qualitative research, evidenced by the literature that discusses the learning and academic performance of high school students in the post-pandemic scenario. Freshmen students entering high school from public schools will participate in the study by answering a set of instruments such as a) characterization questionnaire, b) script of reflective questions about self-efficacy, expectations and setting goals for learning, positive and negative internal factors, supports and barriers to academic achievement and, c) self-efficacy scales in the domains of self-regulated learning, emotion and social regulation, and academic anxiety. The data will be collected in two stages, in person, using digital devices, and will be tabulated and analyzed using descriptive and inferential statistics with the help of the software R, as well as by capture software, voice/typing and qualitative analysis. It is expected that this project can present evidence and contribute to the development of strategies that favor the development of self-efficacy in the specified domains, provide innovation for the self-efficacy assessment process and enable reflection on the variables that affect what and how students think about their own abilities to learn. (AU)

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