Resumen

DANTAS, Marilda Aparecida; GUERREIRO-CASANOVA, Daniela Couto; AZZI, Roberta Gurgel  y  BENASSI, Marcos de Toledo. Relationship between academic self-efficacy and studying and learning strategies: changes during the first semester of high school. Psicol. Ensino & Form. [online]. 2015, vol.6, n.1, pp.33-51. ISSN 2177-2061.

This study examined the perceptions of academic self-efficacy and the use of strategies for learning and studying, observed before and after a process of intervention with high school students. The intervention, which lasted one semester, was performed by teachers in the classroom using textbooks based on the Social Cognitive Theory. It was attended by 160 high school students from two public schools in the state of São Paulo. Students answered the characterization questionnaire, the Academic Self-efficacy Scale and the Study and Learning Strategies Inventory in pre and post-tests. The results indicated positive significant correlations between the psychological variables that, over time, decreased in intensity. The averages show significant reductions for academic self-efficacy, but not significant for the study and learning strategies. It is recommended that future research use quasi-experimental design and guidance for facilitators.

Palabras clave : studying strategies; self-efficacy; motivation; learning.

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