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| Author(s): |
Sofia Pellisson
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação |
| Defense date: | 2022-07-15 |
| Examining board members: |
Evely Boruchovitch;
José Aloyseo Bzuneck;
Acácia Aparecida Angeli dos Santos
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| Advisor: | Evely Boruchovitch |
| Abstract | |
Self-regulation of learning is the process by which the individual manages their thoughts, feelings and behaviors in order to achieve a certain goal. Motivation and emotion are variables present in the self-regulatory process and the ability to regulate them is associated with academic success of students. The regulation of motivation refers to the actions taken to initiate, maintain or reinforce the level of motivation to start or complete a task. Emotion regulation, on the other hand, concerns the processes of monitoring, evaluating and modifying emotional reactions or states. Despite being fundamental components of self-regulated learning, they are little studied at the national level, especially among those who aspire to be teachers. Thus, the present descriptive-correlational research aimed to identify the strategies for regulating motivation and emotion of 295 students of different degrees from a public university in the interior of the State of São Paulo, Brazil, and to investigate possible relationships between the strategies for regulating motivation and emotion and the demographic variables (gender and age) and academic life (semester, course shift, course and areas of knowledge of the courses) of these participants. It was also sought to verify if the demographic and academic life characteristics would be predictors of the report of the use of these strategies and if the reported emotion regulation strategies would be predictors of motivation regulation strategies or vice versa. Data were collected online using three instruments: a sample characterization questionnaire and two Likert-type scales, the Assessment Scale of Strategies for Regulation of Motivation for University Students and the Scale of Emotional Regulation Strategies for Adults. Data were analyzed quantitatively using descriptive and inferential statistical procedures. The results showed that participants reported using strategies to regulate motivation and emotion. Statistically significant differences emerged between the report of the use of motivation regulation strategies and the gender, age, semester and area of knowledge. There were also statistically significant differences between the reported emotion regulation strategies and the gender, semester, course shift, course and area of knowledge. Furthermore, gender and age were predictors of reporting some strategies for regulating motivation. Gender, area of knowledge and course semester were predictors of reporting strategies for regulating some emotions too. Correlations between the motivation and emotion regulation strategies mentioned by the students were founded. A predictive relationship was observed between the report of use of negative emotion and anger regulation strategies and some motivation regulation strategies. It is expected that the results can contribute to guide interventions that encourage the use of strategies to regulate motivation and emotion among future teachers. Knowledge of self-regulatory strategies and skills can benefit them not only as university students, but also in their future teaching practice, to teach these strategies to their students (AU) | |
| FAPESP's process: | 19/24883-5 - Strategies for regulating motivation and emotion in teacher education students |
| Grantee: | Sofia Pellisson |
| Support Opportunities: | Scholarships in Brazil - Master |