Fatores Individuais e Contextuais Associados ao Uso de Estratégias de Autorregulação da Aprendizagem em Estudantes do Ensino Superior

Abstract

This master's thesis consists of two studies, the objectives of which were to investigate individual and contextual factors potentially associated with the use of Self-Regulated Learning Strategies (SGLS) in a sample of 712 higher education students from a federal public university in the Midwest region of Brazil. Participants belong to 44 courses in eight different areas of knowledge, with an average age of 21.64 years and ranging from the first to the sixth year of their courses. Using the Learning Strategies Assessment Scale for College Students, four dimensions of Self-Regulated Learning Strategies were evaluated: Planning and Organization Learning Strategies (EPOA; ω = .82), Social Learning Strategies (ESA; ω = .84), Verification Learning Strategies (EVA; ω = .78), and Regulation Learning Strategies (ERA; ω = .75). In Study 1, the association between SRLS and educational covariates was investigated. Although the results of the Kruskal-Wallis tests revealed statistically significant differences (p < .05) in the use of these strategies related to race/color, areas of knowledge, time in graduation, and course shift, the effect size was small, except for gender, where the effect was moderate. Correlations between SRLS dimensions and age, as well as socioeconomic level, were weak (ranging from r = -.15 to r = .08). In turn, in Study 2, SRLS was associated with the Big Five personality factors through multiple linear regression. SRLS dimensions showed significant associations with all Big Five factors (p < .05). Specifically, EPOA showed an association with Conscientiousness (CO; β = .38), Openness (OP; β = .06), and Agreeableness (AG; β = .07). In ESA, significant associations (p < .006) were found between EX (β = .13), AG (β = .10), CO (β = 0.08), and NE (β = .07). In the EVA factor, associations were between CO (β = 0.20) and OP (β = .10). Meanwhile, in ERA, significant associations were found between NE (β = -.25), CO (β = .19), and OP (β = .06). Associations in the other traits were not significant (p > 0.05). The results indicate that the individual and contextual variables analyzed in Study 1 have a low explanatory power in the use of self-regulated learning strategies; on the other hand, personality traits have shown to be a good associating factor. The results are discussed considering empirical evidence from previous studies in the field and the role of educational institutions in students' development of selfregulated learning.