A relação entre motivação e a autorregulação das aprendizagens

Autores

DOI:

https://doi.org/10.5433/1984-7939.2019v4n1p69

Palavras-chave:

Aprendizagem autorregulada, Estratégias de aprendizagem, Motivação para autorregulação, teorias motivacionais

Resumo

No presente artigo foi exposto como a relação entre motivação e autorregulação foi considerada por teóricos na história mais recente da Psicologia Educacional. Mais especificamente, é examinada a literatura sobre constructos motivacionais que antecedem e promovem a aprendizagem autorregulada. Três modelos teóricos foram os referenciais mais adotados nas pesquisas. Primeiro, foram apresentados e discutidos resultados de estudos sobre o papel da autoeficácia para a aprendizagem autorregulada. Segundo, a Teoria das Metas de Realização inspirou diversos estudos em que foi demonstrada a influência da meta domínio sobre uso de estratégias. E, por último, alguns estudos à luz da Teoria da Autodeterminação forneceram evidências de que a qualidade motivacional faz diferença para a autorregulação. Do conjunto de resultados apurados à luz dos três modelos teóricos foram extraídas conclusões para a atuação de professores nos contextos educativos.

Métricas

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Biografia do Autor

Sueli Édi Rufini, Universidade Estadual de Londrina (UEL)

Doutora em Educação pela Universidade Estadual de Campinas. Professora associada da Universidade Estadual de Londrina

Jose Aloyseo Bzuneck, Universidade Estadual de Londrina (UEL)

Pesquiador Senior, Programa de Pós graduação em Educação e Departamento de Educação - Universidade Estadual de Londrina.

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Publicado

01-07-2019

Como Citar

RUFINI, S. Édi; BZUNECK, J. A. A relação entre motivação e a autorregulação das aprendizagens. Educação em Análise, Londrina, v. 4, n. 1, p. 69–84, 2019. DOI: 10.5433/1984-7939.2019v4n1p69. Disponível em: https://ojs.uel.br/revistas/uel/index.php/educanalise/article/view/35693. Acesso em: 28 mar. 2024.