Resumo

FERNANDES, Verônica Rodriguez  e  FRISON, Lourdes Maria Bragagnolo. Self-regulatory learning strategies in higher education: writing a scientific article. Psicol. educ. [online]. 2015, n.41, pp.37-49. ISSN 1414-6975.  https://doi.org/10.5935/2175-3520.20150013.

This article aims to examine whether self-regulatory learning strategies developed in a practice of reflective teaching contributed to the formation of self-regulated learners and enabled the promotion of advances in the learning of a group of students in higher education to support them in a scientific article production. The practice of reflective teaching, developed during six meetings, found if the student showed awareness, control and management of their learning process. We started the research with the questionnaire CEA (Knowledge of self-regulatory strategies), followed by six "Workshops for development of self-regulatory learning strategies". These meetings mainly aimed for those individuals surveyed, learn strategies for writing papers and for the researcher to analyze the strategies used in this reflective practice in higher education, would promote self-regulation by stimulating the processes students learn college. At the end of the meetings, 6 months after the intervention was applied CEA questionnaire and a semi-structured interview. From the data analysis, two categories emerged: 1) Cognitive and Metacognitive Strategies; 2) Motivational Strategies; that articulated between them indicate that contributed significantly to the formation of the self-regulated learner. We conclude that the data support the importance of the knowledge of self-regulatory strategies in the learning process, so that the university student is able to achieve their goals in tasks, promoting a reflective consciousness.

Palavras-chave : self-regulation; practice of reflexive teaching; learning strategies.

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