Promover a regulação da motivação na aprendizagem
Resumo
Os modelos de autorregulação da aprendizagem salientam a importância do papel ativo assumido pelo estudante na sua aprendizagem e do desenvolvimento de crenças motivacionais favoráveis ao envolvimento escolar intencional (PINTRICH, 2000; WOLTERS, 2003). A autorregulação da motivação na aprendizagem (ARMA) é um construto reconhecido como essencial no âmbito da autorregulação da aprendizagem, que tem chamado, recentemente, a atenção dos investigadores (WOLTERS, 2003). Neste trabalho, temos como objetivo abordar o processo de ARMA, refletindo sobre este tema e sobre alguns dos determinantes motivacionais (designadamente a autoeficácia, os objetivos de desempenho e o valor da tarefa), que possam estarrelacionados com o mesmo e que contribuam para uma melhor compreensão e uma mais adequada intervenção, neste domínio.
Palavras Chave: autorregulação da motivação, autorregulação da aprendizagem, objetivos de desempenho, autoeficácia, valor da tarefa, adolescentes.
AbstractSelf-regulation models stress the importance of the active role assumed by students in their learning and the development of motivational beliefs that can be advantageous to the intentional involvement in school (PINTRICH, 2000; WOLTERS, 2003). Self-regulation of motivation in learning (SRM) is recognized as an essential construct in the process of self-regulated learning which has, recently, claimed researchers’ attention (WOLTERS, 2003). In this paper, we aim to address the process of self-regulation ofmotivation in learning, reflecting on this construct and about some of its motivational determinants (including self-efficacy, performance goals and task value), that may contribute to a better understanding and a more appropriate intervention in this field.
Keywords: self-regulation of motivation, self-regulated learning, achievement goals, self-efficacy, task value, adolescents.
Palavras Chave: autorregulação da motivação, autorregulação da aprendizagem, objetivos de desempenho, autoeficácia, valor da tarefa, adolescentes.
AbstractSelf-regulation models stress the importance of the active role assumed by students in their learning and the development of motivational beliefs that can be advantageous to the intentional involvement in school (PINTRICH, 2000; WOLTERS, 2003). Self-regulation of motivation in learning (SRM) is recognized as an essential construct in the process of self-regulated learning which has, recently, claimed researchers’ attention (WOLTERS, 2003). In this paper, we aim to address the process of self-regulation ofmotivation in learning, reflecting on this construct and about some of its motivational determinants (including self-efficacy, performance goals and task value), that may contribute to a better understanding and a more appropriate intervention in this field.
Keywords: self-regulation of motivation, self-regulated learning, achievement goals, self-efficacy, task value, adolescents.