A relação entre motivação e a autorregulação das aprendizagens

Sueli Édi Rufini, Jose Aloyseo Bzuneck

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.

Palavras-chave


Aprendizagem autorregulada; estratégias de aprendizagem; motivação para autorregulação; teorias motivacionais

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Referências


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DOI: http://dx.doi.org/10.5433/1984-7939.2019v4n1p69

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