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Self-regulation for reading comprehension in middle school: assessment and intervention

Grant number: 18/19897-4
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): March 01, 2019
Effective date (End): January 31, 2022
Field of knowledge:Humanities - Psychology - Fundamentals and Assessments in Psychology
Principal researcher:Ana Paula Porto Noronha
Grantee:Adriana Satico Ferraz
Home Institution: Universidade São Francisco (USF). Campus Campinas. Campinas , SP, Brazil

Abstract

Self-regulation for learning (SRL) is a multidimensional psychological construct linked to the motives that lead the student to engage in school activities, which includes the motivation, methods, actions, time, the physical and social environment. These dimensions, when well developed, favor the reading comprehension - linguistic ability that can be considered as an indirect measure of school performance. Given the relevance of SRL dimensions and reading comprehension for the teaching and learning process, the first objective of this project will be to investigate its functioning in middle school students through the construction of the Multidimensional Self-Regulation Battery for Reading (BaMa-Reading). The construction of the battery (study 1) will include the elaboration of the items, analysis of expert judges and pilot study. Study 2 will focus on investigating internal consistency evidence. Study 3 will be based on the conference of criterion validity evidence - the possible differences in BaMA-Reading regarding gender, school year, repetition history, school performance and reading comprehension (Cloze test) will be analyzed. In study 3, validity evidence based on measures assessing related constructs will be investigated, through the correlations between BaMA-Reading and the Causal Atributtions Assessment Scale for Elementary School students. In addition, battery reliability estimates will be verified. The second objective of this project will be the elaboration and application of a short intervention in SRL for reading comprehension, based on the sub-tests of BaMA-Reading. In addition to developing the psychological ARA dimensions for reading comprehension, it is expected with this intervention to check the external criterion validity evidence to the battery.

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Scientific publications
(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
ADRIANA SATICO FERRAZ; ACÁCIA APARECIDA ANGELI DOS SANTOS. Self-regulation for learning intervention in reading comprehension: an integrative review. Estudos de Psicologia (Campinas), v. 38, p. -, 2021.
ADRIANA SATICO FERRAZ; ACÁCIA APARECIDA ANGELI DOS SANTOS. Self-regulation for Reading Comprehension: Psychometric Properties of Two Motivation Scales. Paidéia, v. 31, p. -, 2021.

Please report errors in scientific publications list by writing to: cdi@fapesp.br.