Abstract

OLIVEIRA, Camila Rosa de; MORET-TATAY, Carmen  and  ARGIMON, Irani Iracema de Lima. Profile of Learning Strategies and Academic Self-Efficacy in Elementary School Students. Aval. psicol. [online]. 2021, vol.20, n.4, pp.417-425. ISSN 1677-0471.  https://doi.org/10.15689/ap.2021.2004.22011.03.

The study investigated the association between learning strategies and academic self-efficacy in elementary school students, identified profiles according to these variables and compared them in relation to psychopathological symptoms. The sample included 252 participants (126 elementary school students and 126 parents/guardians). The instruments used were a sociodemographic questionnaire, Script for the Assessment of the Sense of Self-efficacy (SASS), Learning Strategies Assessment Scale for Elementary Education (LSAS-EE) and Child Behavior Checklist. There was an association between the SASS subscales and the LSAS-EE subscales. The cluster analysis identified two profiles: 1) high scores in the SASS and LSAS-EE and 2) low scores in these instruments, which demonstrated a higher occurrence of psychopathological symptoms. Understanding how these variables relate to elementary school students contributes to the promotion of earlier interventions focused on academic performance and motivation for learning.

Keywords : Cognition; Metacognition; Fundamental education.

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