Self-regulated learning of Teacher Training Course Students: an intervention proposal

• Grant number: 12/25497-2
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: August 01, 2013
• End date: July 31, 2016
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Evely Boruchovitch
• Grantee: Danielle Ribeiro Ganda
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

Self-regulation is the process by which a person monitors, controls and reflects on his own learning. Self-regulated students have motivational, metacognitive and behavioral characteristics that enhance their learning. Given the importance of self-regulated learning nowadays, this study aims to evaluate the effectiveness of a self-regulation intervention. The sample will consist of approximately 80 1st-year students from two classes of a Pedagogy course at a Brazilian public university. The research will be a quasi experimental study, in which one of the groups will be randomly chosen as the control group and the other as the experimental group. Students will respond to the instruments related to the five self-regulation variables: motivation, self-efficacy, learning strategies, causal attribution and self-handicapping strategies in the pre-test and the post-test The intervention will take place weekly over a period of three months and will include 10 sessions: four face-to-face and six online. It is expected that students in the experimental group will become more self-regulated regarding to the variables employed and have better academic performance compared to the students in the control group after the intervention. The data will be discussed taking in consideration the influence of self-regulated learning in college student's academic career, as well as the implications it may have on their future professional life as a teacher and as an educator.

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

GANDA, Danielle Ribeiro. Learning self-regulation of preservice students: an intervention program. 2016. Doctoral Thesis - Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação Campinas, SP.