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Your search keyword '"Ângela Regina dos Reis Arcoverde"' showing total 2 results
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2 results on '"Ângela Regina dos Reis Arcoverde"'

1. Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Author

Ângela Regina dos Reis Arcoverde, Evely Boruchovitch, Natália Moraes Góes, and Taylor W. Acee

Subjects
Self-regulation of learning, Self-efficacy to learn, Teacher training, Higher education, Strategic learning, Teaching education programs, Psychology, BF1-990
Abstract

Abstract Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

Published
2022
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2. Self-Regulated Learning of Brazilian Students in a Teacher Education Program in Piaui: The Impact of a Self-Regulation Intervention

Author

Evely Boruchovitch, Natália Moraes Góes, Taylor W. Acee, and Ângela Regina dos Reis Arcoverde

Subjects
self-regulation, Research design, Medical education, Intervention program, 05 social sciences, Psychological intervention, 050301 education, study and learning strategies, lcsh:Education (General), 050105 experimental psychology, Teacher education, Education, Intervention (counseling), Public university, 0501 psychology and cognitive sciences, learning and study strategies, self-efficacy for learning, lcsh:L7-991, Self-regulated learning, Psychology, 0503 education, Practical implications, pre-service teachers, intervention
Abstract

Research on teacher education has shown that self-regulated learning (SRL) is relevant for improving learning skills of future teachers. Evidence also suggests that teacher education programs would benefit from fostering SRL in their students and teaching them to use SRL as a teaching practice. This dual focus could help students become more successful students and teachers, better prepared to foster SRL in their future classrooms. The objective of the present research was to investigate learning and study strategies and self-efficacy for learning beliefs among undergraduate students enrolled in teacher education programs at a public university in Brazil. Another aim was to design an SRL intervention, in two formats, and examine the effectiveness of each format at strengthening participants' self-regulatory skills. To achieve these goals, the study was conducted in two phases. In phase 1, 220 participants completed this Learning and Study Strategies Inventory and the Self-efficacy for Learning form. Findings suggested a need for improving future teacher students' self-regulatory skills and provided a basis for the second phase, whose goal was to examine an intervention program using a quasi-experimental research design with three stages: pretest, intervention, and posttest. Three classes were randomly assigned to three different treatment conditions: Experimental Group I (EGI) received theoretical content about SRL and self-reflective questions (format 1), Experimental Group II (EGII) received theoretical content about SRL only (format 2), and the Control Group (CG) only completed the assessments. Data from the first phase were used as pretest measures for the second phase. The sample for phase 2 of this study was composed of 53 students. EGI had 22 students, EGII 12, and CG 19. Results comparing EG I with EG II showed no statistically significant group × time interactions. However, when compared with CG, EGI showed statistically significant gains over the control group on five outcome measures, whereas EG II showed statistically significant gains over the control group on three of the outcome measures. This suggested benefits to receiving the interventions and that EG I may yield additional benefits over EG II. Theoretical and practical implications for pre-service teachers and teacher education programs are discussed.

Published
2020
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