Diferenças de aprendizagem autorregulada em estudantes de pós-graduação: uma análise relacionando idade e gênero ao uso de estratégias

Raimundo Nonato Lima Filho, Silvia Pereira de Castro Casa Nova

Resumo


Os primeiros estudos envolvendo a autorregulação na aprendizagem surgiram na década de 1980, quando os pesquisadores começaram a analisar como os alunos conduziam o aprendizado de forma independente. O objetivo deste estudo pretende analisar as implicações da idade e gênero no nível de aprendizagem autorregulada em estudantes de mestrado e doutorado em Contabilidade no Brasil. Os resultados indicaram que a variável gênero influencia significativamente o nível de aprendizagem autorregulada do estudante. Limitações relevantes deste estudo podem ser consideradas como oportunidades para futuras pesquisas: a amostra foi retirada de um público específico; a pesquisa pode exibir um viés de métodos comuns; e houve baixa participação de estudantes de mestrado profissional. Estudos futuros podem adotar diferentes estratégias metodológicas e/ou envolver amostras mais diversas ou acompanhar os alunos por mais tempo.

Palavras-chave


Aprendizagem autorregulada; Idade; Gênero; Educação Contábil.

Texto completo:

PDF PDF (English)

Referências


Accounting Education Change Commission (1990). Objectives of education for accountants: position statement number one. Issues in Accounting Education, 307-312.

American Accounting Association (2012). The Pathways Commission Charting a National Strategy for the Next Generation of Accountants.

American Institute of Certified Public Accountants (2000). Core competency framework for entry into the accounting profession.

Alghamdi, A., Karpinski, A., Lepp A., & Barjley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102(January 2020), 214-222.

Banarjee, P., & Kumar, K. (2014). A study on self-regulated learning and academic achievement among the science graduate students. International Journal of Multidisciplinary Approach and Studies, 1(6), 329-342.

Benevides, V., & Lima Filho. (2020). Aprendizagem Cooperativa no Ensino Contábil. Revista de Contabilidade da UFBA, 14(1), 57-73.

Boekaerts, M., & Cascallar. E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199-210.

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2005). Handbook of self-regulation. San Diego, CA: Academic Press.

Boruchovitch, E. (2004). A study of causal attributions for success and failure in mathematics among Brazilian students. Revista Interamericana de Psicologia, 38(2), 53-60.

Buss, D. M. (1995). Evolutionary psychology: a new paradigm for psychological science. Psychological Inquiry, 6, 1-30.

Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676-713.

Castel, A., Murayama, K., Friedman, M., & McGillivray, S. (2013). Selecting valuable information to remember: age-related differences and similarities in self-regulated learning. Psychology and Aging, 28(1), 232-242.

Chin, W. W. (1998). The partial least squares approach for structural equation modeling. In G. A. Marcoulides (Ed.), Methodology for business and management. Modern methods for business research (p. 295–336). Lawrence Erlbaum Associates Publishers.

Demetriou, A. (2000). Organization and development of self-understanding and self-regulation: toward a general theory. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 209-251). San Diego, CA: Academic Press.

Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual Lens on metacognition, self-regulation and Self-Regulation Learning. Educational Psychology Review, 20, 391-409.

Dresel, M., & Haugwitz, M. A. (2008). Computer-based approach to fostering motivation and Self-Regulated Learning. The Journal of Experimental Education, 77(1), 3-18.

Dweck, C. S. (2002). Beliefs that make smart people dumb. In R. J. Sternberg (Ed.), Why smart people do stupid things. New Haven: Yale University Press.

Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: the MASRL model. Educational Psychologist, 46, 6-25.

Farajollahi, M., & Moenikia, M. (2010). The compare of self-regulated learning strategies between computer-based and print-based learning students. Procedia Social and Behavioral Sciences, 2(2),3687-3692.

Figueiredo, M. O. (2013). Análise de um programa de autorregulação para alunos com dificuldade de aprendizagem. Dissertação de Mestrado, Universidade de São Carlos, São Carlos, São Paulo.

Flynn, C., Olson, J., & Reinhardt, M. (2020). Self-Regulated Learning in Online Graduate Business Communication Courses: A Qualitative Inquiry. Business and Professional Communication Quarterly, 83(1), 80-95.

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. doi: https://doi.org/10.2307/3151312

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados. In Joseph F. Hair, W. C. Black, B. J. Babin, R. E. Anderson, & R. L. Tatham (Eds.), Analysis (p. 688). Porto Alegre, Bookman.

Hefer, B. (2007). Self-regulation of learning and academic delay of gratification: gender and ethnic differences among college students. Journal of Advanced Academics, 18(4), 586-616.

Kimura, H. (2015). Editorial. Revista de Administração Contemporânea, 19(3), 1-5.

Kubo, S. H., & Gouvea, M. A. (2012). Análise de fatores associados ao significado do trabalho. Revista de Administração da Universidade de São Paulo – RAUSP, 47(4), 540-554.

Lawanto, O., & Goodridge, W. (2012). Self-Regulated Learning strategies of grades 9-12 students in design project: performance and gender perspectives. American Society for Engineering Education.

Liew, J., McTique, E. M., Barrois, L., & Hughes, N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: a longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23(4), 515-526.

Lima Filho, R. N. Lima, G. A. S. F., & Bruni, A. L. (2015). Self-Regulated Learning in accounting: diagnosis, dimensions and explanations. Brazilian Business Review, 12(1), 36-54.

Mayville, K. L. (2007). Knowledge construction, self-regulation, and technology strategies used by experienced online nursing students to actively engage in online learning. Ph.D. Dissertation, Capella University, Minneapolis, Minnesota.

McDonough, M. H. (2006). The role of relatedness in physical activity motivation, behaviour, and affective experiences: A Self-Determination Theory perspective. Kinesiology Abstracts, 19(1).

Miles, J. R., & Stine-Morrow, E. A. L. (2004). Adult age differences in Self-Regulated Learning in reading sentences. Psychology and Aging, 19, 626-636.

Miller, D. C., & Byrnes, J. P. (2001). To achieve or not achieve: a self-regulation perspective on adolescents’ academic decision making. Journal of Educational Psychology, 93(4), 677-685.

Montalvo, F. T., & Torres, M. C. (2004). Self-Regulated Learning: current and future directions. Electronic Journal of Research in Educational Psychology, 2(1), 1-34.

Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41, 116-225.

Pang, Y., & Wu, B. (2014). Study on the influence of Self-Regulated Learning of P. E. on the Self-Regulated Learning ability of college students in different event groups. Journal of Capital Institute of Physical Education, 26(1), 76-79.

Perry, N., Phillips, L., & Hutchinson, L. (2006). Mentoring student teachers to support Self-Regulated Learning. The Elementary School Journal, 106(3), 237-254.

Pinsonneault, A., & Kraemer, K. L. (1993). Survey research in management information systems: an assessment. Journal of Management Information System, 10(2), 75-103.

Pintrich, P. R. (2000). The role of goal orientation in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeider (Eds.), Handbook of self-regulation (pp.452-502). New York: Academic Press.

Polydoro, S. A. J., & Azzi, R. (2008). Autorregulação: aspectos introdutórios. In A. Bandura, R. Azzi, S. A. J. Polydoro (Orgs.), Teoria social cognitiva: conceitos básicos (pp.149-164). Porto Alegre: Editora Artmed.

Polydoro, S. A. J., & Azzi, R. (2009). Autorregulação da aprendizagem na perspectiva da teoria sociocognitiva: introduzindo modelos de investigação e intervenção. Psicologia da Educação, 29(2), 75-94.

Rosário, P. (1999). Variáveis cognitivo-motivacionais na aprendizagem: as “abordagens ao estudo” em alunos do ensino secundário. Tese de Ph.D., Universidade do Minho, Braga.

Rosário, P., & Polydoro, S. A. J. (2012). Capitanear o aprender: promoção da autorregulação da aprendizagem no contexto escolar. São Paulo: Casa do Psicólogo.

Samruayruen, B., Enriquez, J., Natakuatoong, O., & Samruayruen, K. (2013). Self-Regulated Learning: a key of successful learner in online learning environments in Thailand. Journal of Educational Computing Research, 48(1), 45-69.

Schraw, G. (2006). Knowledge: structures and process. In P. Alexander, & P. Winne (Eds.), Handbook of educational psychology (p. 245-263). Mahwah: Erlbaum.

Schunk, D. H. (2005). Commentary on self-regulation in school contexts. Learning and Instruction, 15, 173-177.

Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance. In Issues and Educational Applications. New Jersey: Lawrence Erlbaum Associates.

Schunk, D. H., & Zimmerman, B. J. (Eds.). (1998). Self-Regulated Learning: from teaching to self-reflective practice. New York: Guilford Press.

Schunk, D. H., & Zimmerman, B. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7-25.

Schunk, D. H., & Zimmerman, B. (2008). Motivation and Self-Regulated Learning: theory, research, and applications. New York: Routledge, Taylor & Francis Group.

Virtanen, P., & Nevgi, A. (2010). Disciplinary and gender differences among higher education students in Self-Regulated Learning strategies. Educational Psychology, 30(3), 323-347.

Vukman, K. B., & Licardo, M. (2010). How cognitive, metacognitive, motivational and emotional self-regulation influence school performance in adolescence and early adulthood. Educational Studies, 36(3), 259-268.

Zeidner, M., Boekaerts, M., & Pintrich, P. R. (2000). Self-regulation: directions and challenges for future research. In: M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.749-768). Academic Press.

Zimmerman, B. J., & Kitsantas, A. (1997). Development phases in self-regulation: shifting from process to outcome goals. Journal of Educational Psychology, 89, 29-36.

Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in Self-Regulated Learning. Journal of Educational Psychology, 82, 51-59.

Zimmerman, B. J. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25, 82-91.

Zimmerman B. J., & Schunk D. H. (2011). Handbook of Self-Regulation of Learning and Performance. Nova York, NY: Routledge.




DOI: http://dx.doi.org/10.16930/2237-766220203075

Revista Catarinense da Ciência Contábil, Florianópolis, SC, Brasil. ISSN: 2237-7662


Licença Creative Commons
Esta obra está licenciado com uma Licença Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional