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Publication
Relação entre regulação para a aprendizagem e perceção de clima de sala de aula em função do desempenho académico
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Abstract(s)
Neste estudo tentou-se perceber se existe uma relação entre a regulação para a
aprendizagem dos alunos do 4º ano de escolaridade e as suas perceções de clima de sala
de aula, bem como o papel do desempenho académico. Participaram neste estudo 164
alunos pertencentes a cinco escolas da área de Lisboa. Como instrumentos utilizaram-se
três questionários para medir a regulação para a aprendizagem dos alunos, a sua
perceção do feedback do professor e do clima de sala de aula; os professores
preencheram um questionário relativo ao desempenho académico dos seus alunos.
Concluiu-se que níveis de regulação para a aprendizagem mais intrínsecos se
relacionam com as perceções dos participantes face ao suporte do professor e dos
colegas, as suas atitudes face à aprendizagem e encararem o clima de sala de aula como
cooperativo; perceções de clima de sala de aula competitivo correlacionam-se
positivamente com tipos de regulação mais extrínsecos. Verificou-se também que
alunos com um desempenho elevado possuem níveis de regulação para a aprendizagem
mais intrínsecos e o suporte por parte do professor é percecionado como mais positivo;
se os alunos possuem um desempenho académico baixo, percecionam as dinâmicas de
sala de aula como competitivas. Percebeu-se também que se os participantes
percecionarem o feedback do professor como focado no processo terão uma regulação
para a aprendizagem mais intrínseca; se percecionarem o feedback como focado nos
seus resultados, mais demorado, administrado perante toda a turma e de forma
comparativa entre os alunos, as suas regulações serão mais extrínsecas.
ABSTRACT: In this study the main goal was to understand if there is a link between learning regulation for students in the 4th grade and their perceptions of classroom climate, along with academic performance role. 164 students participated in this study, whom attend five schools in the Lisbon area. As for instruments we used three questionnaires to measure learning regulation, their perception of the teacher’s feedback and classroom climate; teachers filled a questionnair concerning their students’ academic performance. It was concluded that the most intrinsic types of regulation for learning relate with the participants’ perception of their teacher’s and colleagues’ support, their attitudes towards learning and facing classroom climate as cooperative; perceptions of classroom climate as competitive correlate positively with most types of extrinsic regulation. It was also found that students with higher levels of performance have most intrinsic types of regulation towards learning and percieve their teacher’s support has more positive; if students have a low academic performance, they percept classroom dynamics as competitive. Also noticed that if the participants percept the teacher’s feedback as focused on the process they will have most intrinsic types of regulated for learning; if they percept feedback as focused on their results, and not given immediately, as well as administrated before the whole class and comparatively among students, their regulations for learning are more extrinsic.
ABSTRACT: In this study the main goal was to understand if there is a link between learning regulation for students in the 4th grade and their perceptions of classroom climate, along with academic performance role. 164 students participated in this study, whom attend five schools in the Lisbon area. As for instruments we used three questionnaires to measure learning regulation, their perception of the teacher’s feedback and classroom climate; teachers filled a questionnair concerning their students’ academic performance. It was concluded that the most intrinsic types of regulation for learning relate with the participants’ perception of their teacher’s and colleagues’ support, their attitudes towards learning and facing classroom climate as cooperative; perceptions of classroom climate as competitive correlate positively with most types of extrinsic regulation. It was also found that students with higher levels of performance have most intrinsic types of regulation towards learning and percieve their teacher’s support has more positive; if students have a low academic performance, they percept classroom dynamics as competitive. Also noticed that if the participants percept the teacher’s feedback as focused on the process they will have most intrinsic types of regulated for learning; if they percept feedback as focused on their results, and not given immediately, as well as administrated before the whole class and comparatively among students, their regulations for learning are more extrinsic.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Regulação para a aprendizagem Clima de sala de aula Desempenho académico Learning regulation Classroom climate Academic performance