Sixth Grade Student’s Self-Efficacy Perception in Self-Regulated Learning

Authors

DOI:

https://doi.org/10.4067/s0718-73782023000100077

Keywords:

Self-regulation, Self-efficacy, Self-schemata, Social learning, Scholar transition

Abstract

This study is dedicated to analyzing the perceptions of self-efficacy to self-regulate the learning of 6th year students and their relationship with their perceptions of themselves in terms of intelligence, strengths and weaknesses related to study, classifying said analysis according to the gender of the students and the school in which they studied. With a descriptive design and an analyze qualitative, the data were collected during three moments, 28 students classified into two groups were included as participants: non-priority and priority. The study verified that the students of the "priority group" had more fragile self-efficacy beliefs and self-perceptions than the "non-priority group". However, it is disputed that the "non-priority group" did not present as positive perceptions as expected, with room for psycho-pedagogical interventions in both groups.

Author Biographies

Daniela Couto Guerreiro Casanova, Universidad Central de Chile

Doctora y Magister en Educación Universidad Estadual de Campinas, Brasil. Fundo de investigación FAPESP para la realización del doctorado. Psicopedagoga y Pedagoga con experiencia en gestión escolar en la educación básica y superior. Pós-doctorada en Políticas Educacionais. Académica Investigadora de la Facultad de Educación y Ciencias Sociales de la Universidad Central. Investigadora Asociada del TSC Centro de Estudos, Brasil. Se ha desempeñado como investigadora y docente en diferentes organizaciones educacionales de São Paulo, Brasil. Líneas de investigación: Creencias de autoeficacia de directivos escolares, docentes y estudiantes; Eficacia Colectiva Escolar; Motivación y competencias socioemocionales

Roberta Gurgel Azzi, TSC Centro de Estudos e Pesquisas

Graduada en Psicología por la Pontificia Universidad Católica de São Paulo, Magíster en Psicología Experimental por la Universidad de São Paulo, Doctora en Educación por la Universidad Estadual de Campinas y Libre Docente en Psicología Educativa (UNICAMP). Posdoctorado en Psicología en la UFSCar y en la Pontificia Universidad Católica de São Paulo. Fundo de investigación FAPESP para realizar investigación en la Universidad de Porto (PT). Fundo de investigación CAPES_FULBRIGHT Investigador Visitante en la Universidad de Stanford. Profesor Titular, jubilado, de la Facultad de Educación de la UNICAMP. Coordinó el Centro de Estudios Avanzados en Psicología Cognitiva y Conductual - NEAPSI. Fundo de investigación de productividad CNPq - nivel 2. Ha publicado y realiza investigaciones basadas en la Teoría Social Cognitiva. Colabora con la iniciativa Realize3. Director del TSC - Centro de Estudios e Investigaciones.

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Published

2023-05-15

How to Cite

Couto Guerreiro Casanova, D., & Gurgel Azzi, R. (2023). Sixth Grade Student’s Self-Efficacy Perception in Self-Regulated Learning. Latin American Journal of Inclusive Education, 17(1), 77–92. https://doi.org/10.4067/s0718-73782023000100077

Issue

Vol. 17 No. 1 (2023): Mediation and Self-Regulation of Learning: Strengthening the Autonomy to Learn

Section

Sección Temática

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