This article reports on the application and assessment of a project for the promotion of self-regulatory skills among technical secondary school students. The study was conducted at a Federal Educational Institution in the state of São Paulo, Brazil. The study sample consisted of 35 new entry students who exhibited problems adapting to the new academic routine and symptoms of anxiety. The students were given systematic study guidance sessions to help them to develop self-regulated learning skills. The data for the study were collected using the following methods: Scale DASS-21 (Brazilian version), semi-structured initial and end interviews, and researcher’s observations. The results show varying degrees of success among students in acquiring self-regulation skills. The quantitative pre- and post-test comparison of the DASS-21 data and the JT Method showed a reduction in anxiety symptoms in 12 and 8 students respectively, and the analysis of variance detected a significant reduction in the group's average anxiety score after the project. The qualitative analysis showed that, for the majority of students, the project sessions promoted the development of skills in self-regulation of learning, improving aspects such as study planning and organisation, among others. Further research is necessary, to take into account intervening variables.
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How to Cite
Puglia, P. D., Rondina, R. de C., & Martins, R. A. (2024). Self-regulated learning and study orientation: Results of an intervention project. Revista de Estudios e Investigación en Psicología y Educación, 11(1). https://doi.org/10.17979/reipe.2024.11.1.10056
Patrícia Diane Puglia, Universidade Estadual Paulista (UNESP)
Mestra pelo Programa de Pós Graduação em Ensino e Processos Formativos, Instituto de Biociências Letras e Ciências Exatas, Universidade Estadual Paulista (UNESP): https://www.ibilce.unesp.br/ São José do Rio Preto/São Paulo - Brasil
Regina de Cássia Rondina, Universidade Estadual Paulista (UNESP)
Departamento de Educação e Desenvolvimento Humano (DEPEDH), Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (UNESP): https://www.marilia.unesp.br/ Marília/São Paulo - Brasil
Raul Aragão Martins, Universidade Estadual Paulista (UNESP)
Departamento de Educação, Instituto de Biociências Letras e Ciências Exatas, Universidade Estadual Paulista (UNESP): https://www.ibilce.unesp.br/ São José do Rio Preto/ São Paulo - Brasil
Puglia, de Cássia Rondina, and Aragão Martins: Self-regulated learning and study orientation: results of an intervention project
Adolescence is a stage of the life cycle marked by intense biopsychosocial transformations
(). At this stage of life, the vulnerability of many individuals to the onset and/or
evolution of psychopathological symptoms tends to increase (; ). The presence of prolonged stressors at this stage, if associated with the lack
of unhealthy coping mechanisms, can increase susceptibility to mental health problems
(). In children and adolescents, prolonged stress can trigger symptoms of mood, anxiety,
learning difficulties, as well as somatic complaints ().
Anxiety disorders are among the most common psychopathologies in childhood and adolescence
(). Anxiety can be characterized by the presence of worries and frequent and intense
fears about everyday events (). Children and adolescents with generalized anxiety disorder tend to worry too much
about their academic and/or sports performance and have catastrophic thoughts, which
can result in physical symptoms, compromising daily activities. If not treated in
a timely manner, the problem can become chronic, affecting their quality of life and
increasing the risk of substance use and/or psychiatric comorbidities ().
The entrance in high school is among the stressors that are characteristic of adolescence
and generally requires an initial period of adaptation. There is evidence of an association
between high levels of stress and lower academic performance in high school (). It is assumed that adaptation difficulties are greater in technical courses integrated
into high school compared to other teaching modalities. In a Brazilian study with
integrated high school students, variables such as excessive activities, demands for
performance, little time for leisure/sports and discrimination against students with
attention deficit were associated with the risk of stress (). Possibly, typical adaptation difficulties, if associated with a lack of coping
resources, end up increasing the vulnerability of many adolescents to stress and favoring
the appearance and/or evolution of psychopathological symptoms, such as anxiety in
this teaching modality (; ). The literature emphasizes the importance of public preventive policies for mental
health in children and adolescents, as a form of prevention. Schools have been considered
ideal spaces for preventive actions in physical and mental health during childhood
and adolescence, contributing to the development of skills that strengthen protective
factors and minimize developmental risk factors ().
Considering the set of skills necessary for children and adolescents that contribute
to the integral formation of the individual, self-regulation of learning stands out.
Within the scope of Social Cognitive Theory, characterizes self-regulation of learning as a conscious and voluntary process, which
allows individuals to manage their own thoughts, feelings and behaviors. Thus, self-regulation
is understood as a complex process, which encompasses sub-processes, such as self-monitoring,
self-evaluative judgments and self-reactions. Self-regulated students tend to have
a greater belief in self-efficacy in academic activities; to learn more about the
content studied and to become more involved with studies, improving school/academic
performance (). Two theoretical models have been the basis for many intervention projects for self-regulation
in recent decades, namely, the self-regulated learning model, proposed by Zimmerman
(1998; 2000) and the Learning Planning, Assessment and Execution (PLEA) model, authored
by .
Zimmerman's model comprises three phases. The first, considered the preliminary phase,
encompasses processes that precede learning and carrying out the task, and presupposes
the development of skills such as analysis and interpretation of the task. At this
stage, students set goals and select learning strategies, creating a plan to achieve
their objectives. Aspects such as motivation and the students’ sense of self-efficacy
influence this stage. In the second phase, called realization/execution, students
put their planning into practice. This stage involves sub-processes such as self-monitoring
and self-control, through management of time, physical environment and their own attention,
among other aspects. The final stage, called self-reflection, presupposes self-evaluation;
At this point, students reflect on the degree of effectiveness of the strategies adopted
(Zimmerman, ; ).
The PLEA model by consists of a process of a cyclical and interactive nature, assuming a synergistic
relationship between the stages. Each phase of the PLEA contains the three phases
of the self-regulatory cycle: during planning, students analyze the demands/tasks,
evaluate their personal and environmental resources, set objectives and plan how to
achieve them; in the execution phase, self-monitoring occurs, when students apply
the strategies and evaluate their effectiveness, while in the evaluation stage, students
compare the extent to which the results achieved meet the outlined learning objectives,
reformulating or using other strategies, if necessary.
In Zimmerman's self-regulated learning model, self-efficacy and goal setting are fundamental
factors in the process. In the cycle (previous phase, realization phase and self-reflection
phase) the last phase might influence the next preliminary phase. Rosário's PLEA model
is based on Zimmerman's model. In short, it is a model that presents a procedural
logic; a cyclical and flexible model that can be reviewed at each stage whenever students
think that an action did not have the expected result ().
For the students to develop self-regulation, they will have to develop metacognitive
strategies, reflecting on how to perform the task. The term metacognition was proposed
by Flavell and refers to the knowledge and regulation of cognitive processes by individuals
during learning (). Metacognition is related to awareness of one's own thoughts and is associated with
understanding how students identify and construct knowledge about their own cognition
(). The ability to plan, monitor and reflect on one's own learning presupposes the
use of metacognitive strategies (), contributing to students’ autonomy and the choice of strategies suitable to their
characteristics and those of the task ().
Currently, at all levels of education, educators encourage the development of self-regulation
of learning, with the aim of minimizing students' difficulties with the challenges
they encounter in learning (; ). The literature describes programs for the development of self-regulation, with
different designs all over the world (; ; ). To date, there is no knowledge of Brazilian studies with a specific focus on the
association between anxiety and self-regulation of learning, within the scope of technical
courses integrated into high school.
Taking all that into consideration, the objective of this study was to develop, implement
and evaluate the degree of effectiveness of the intervention project, aimed at developing
self-regulatory skills in students entering the first year of technical courses integrated
into high school, based on the following general hypotheses:
The study guidance sessions will enable the development of self-regulatory skills
in students, favoring adaptation to the new academic reality and increasing learning
success.
The acquisition of self-regulatory skills will minimize the risk of the onset and/or
evolution of anxiety symptoms, contributing to reducing the number of adolescents
referred to mental health treatments.
Method
This study was based on intervention research. The project was developed as a curriculum
overlap, in onsite education, with general content, and short term. It was destined
to high school and focused on individuals ().
Participants
Adolescents entering the technical course integrated into high school in 2022 were
included. There were around 120 adolescents enrolled, the inclusion criterion selected
those that were showing simultaneous difficulty of adaptation to the new academic
routine, which was verified in the initial interview, and symptoms of anxiety, identified
using the DASS-21 Scale. The selection process resulted in 35 students participating
in the project.
Considering the profile of the participants in the study orientation project per course,
sex, and age, the 35-student sample was distributed as follows (Table 1).
Table 1Profile of the participants in the study orientation project in the 1st year
Age (years)
Course
Sex
14
15
16
17
Total
Edification Integrated Technical Course
Female
1
8
0
1
10
Male
0
2
1
1
4
Computing Integrated Technical Course
Female
1
8
2
0
11
Male
0
2
0
0
2
Mechatronics Integrated Technical Course
Female
0
2
3
0
5
Male
0
2
1
0
3
Total
2
24
7
2
35
Instruments
Depression, Anxiety and Stress Scale (DASS-21), Brazilian version (Vignola and Tucci,
2014)
The DASS-21 scale was used to assess anxiety, stress and depression indicators. This
is a Likert-type self-report scale, comprising 21 questions and three sub-scales,
namely, depression, anxiety and stress.
Interviews
An initial interview was carried out with the participating students to evaluate aspects
related to motivation and study habits, such as: suitable place to study at home,
daily study routine, organization of academic activities, study strategies, interest
in their course, level of attention, difficulties in adapting to the school routine,
among other factors that could influence their academic life.
To assess the students' perception of the impact of the interventions on their learning
and academic adaptation, the final interview addressed issues such as the students’
perception of their participation in the project, and changes in their routine after
the interventions, among others.
Procedure
The work was carried out at a Federal Institution, which offers technical courses
integrated into high school, in the state of São Paulo, Brazil. The application of
the instruments began in June 2022, with the DASS-21 Scale using an online form (Google
Forms).
Next, an individual consultation session was held with all participating students,
during which the initial semi-structured interview was carried out. Among the 65 students
who consented to participate, 35 met the inclusion criteria for presenting, concomitantly,
academic adaptation difficulties (confirmed in the initial interview) and anxiety
symptoms located in the mild/mild, moderate, severe or extreme severe ranges of the
DASS -21. Those were referred for intervention. The study guidance sessions were guided
by the theoretical models of and . Each student received between one and four individual guidance sessions, depending
on their particular difficulties. The guidance given in each of the session is described
below.
In the first session, each student was instructed to develop a plan in monthly and
weekly planners (schedules). The monthly planners were intended for taking notes related
to tests and assignments for the organization of a two-month period. This aimed to
facilitate the visualization of the activities to be carried out and the planning
of strategies to achieve them, considering the time available for study. The importance
of dedicating time to studying and taking breaks was emphasized (; ).
In the second session, we verified how much of the planning was implemented. The importance
of aspects such as: carrying out a weekly checklist of planned activities was emphasized
to anticipate studies, check the subjects to be studied, prepare the work in advance;
identify the activities completed and those that remained to be done, thus avoiding
the accumulation of activities before assessments. In this session, the study strategies
adopted by the student were investigated (such as synthesis, mind map, summary, among
others), in all subjects but, more specifically, in those they were struggling the
most with. Students received information about resources and strategies, such as performing
exercises and seeking help to solve doubts, among others ().
Regarding students who received more guidance sessions, up to four, we verified to
what extent the planning, execution and strategies used were being effective, based
on the students’ reports, the notes made in the planners, the activity lists and by
monitoring their grades. We also evaluated whether the students were able to put the
guidelines into practice and whether it would be necessary to change any stage of
the planning and/or change learning strategies. In this way, the entire process was
evaluated, encouraging students’ reflection and reinforcing the specific guidelines
provided.
In the last session, a retrospective was carried out with each participant to evaluate
the results. Advisor and student, together, sought to identify in which subjects required
performance improvement. A summary was also made available to students in the form
of a digital folder, based on the PLEA model (), containing the main information about self-regulation of learning. In November,
after the end of the intervention, participants filled out the DASS-21 Scale again
and completed the final semi-structured interview. The project was carried out from
June to November 2022, with guidance sessions held individually and lasting from 10
to 30 minutes, on afternoons when the students did not have classes.
Ethical aspects
The research project was submitted to the Plataforma Brasil (Brazil Platform), processes number: CAAE: 56563222.1.0000.5466 (Proposing Institution)
and CAAE: 56563222.1.3001.5473 (Coparticipant Institution). After approval, the interventions
started, following all the procedures by the Brazilian National Research Ethics Committee
(CONEP, from Brazilian Portuguese, Comissão Nacional de Ética em Pesquisa do Brasil) and the instructions for procedures to be followed in research with any phase in
virtual environment (Letter Nº 2/2021/CONEP/SECNS/MS).
Data analysis
The research data were subjected to different analyses. Among them, the scores from
the application of the DASS-21 Scale, pre and post intervention, were compared; the
JT method was used and an analysis of variance with repeated measures was performed,
considering sex (female and male) as the independent variable (using IBM SPSS, V.
22.0). To investigate the degree of effectiveness of the project, the content of the
final interviews was analyzed according to theoretical model. The categorization carried out by the researcher was evaluated
by two professors, whose doctoral studies had been related to the research area, to
analyze the consistency of the categorization.
Results
Quantitative analysis
The classifications were compared using the scores obtained by the students in the
two applications of the DASS-21 Scale, pre and post intervention. We observed that
of the 35 new students, 12 participants showed a reduction in anxiety scores; 5 presented
an increase in anxiety scores, and 18 showed no change in anxiety symptoms. Regarding
the sample average anxiety score, a reduction was detected from 20.46 (SD = 9.5) points in the first application to 17.43 (SD = 9.9) in the second.
Another form of analysis used was the JT Method, which compared anxiety scores, respectively,
in the pre- and post-intervention assessments. Figure 1 shows the interpretation generated by the program. The 8 points that are located
above the upper diagonal line represent the students who showed improvement in anxiety
symptoms after the intervention. The 3 points located below the line indicate students
who had worsened symptoms. In relation to the other points, which are located between
the lines upper and lower to the bisector, it is not possible to say whether there
was a worsening or improvement in symptoms. This analysis therefore detected a reliable
reduction in anxiety in eight students.
Figure 1Results obtained using the JT method
Finally, through analysis of variance with repeated measures to compare the results
of the DASS-21 in the pre- and post-intervention assessments, considering sex (female
and male) as an independent variable, a positive effect of the intervention for anxiety
was detected (F (1.33) = 5.860, p = 0.021). This shows that the reduction in the average
anxiety score was statistically significant. The interaction between sex and intervention
did not show a significant effect.
Qualitative analysis
Researcher’s observations during the study orientation sessions and students’ reports
in the final interview
The analysis of the guidance sessions and the students' reports in the final interviews
enabled the verification that their participation in the project, in most cases, favored
the development of self-regulatory skills, especially in the planning phase, that
is, scheduling assessment/work dates and goal setting. We also observed the acquisition
of skills related to the execution and self-assessment phases, such as anticipating
activities and content to be studied, focus, attention, prioritizing tasks, time management,
identifying the most effective learning strategies, and requesting help to solve doubts,
among others. There were no dropouts during the intervention.
As regards the final interviews, several theme characteristics were listed through
the analysis of the students' reports. The four main characteristics were participation
in the project, execution of the plan, reflection on performance in the subjects and
feelings of anxiety in assessments. Excerpts from the students' reports presented
below, exemplifying each category.
Project participation. Most of the interviewees stated that the guidance sessions helped them, mainly in
the organization of their studies, as reported below:
Taking part in the project helped me, because I used to find it very difficult to
organize everything, because I wanted to do everything… at the same time, but at the
same time, I could not organize it, then I felt it was bad and that I had to study
everything (...). Then, the tasks that I could not do before, now, I can, because
they are on paper. (E33).
Planning execution. The monthly planner was the mostly used resource, it favored the visualization of
tasks and helped planning; however, the weekly planner was almost forgotten. The weekly
checklist was also useful, according to the participants’ perception:
I used the planner. I managed to organize myself better, there were times that I only
made a list of things to do, I did not write the time, I just marked priorities with
a little star and kept doing it, I also used the pomodoro technique and the mind map
to study (E35).
Reflection on performance in different subjects. Several participants stated that they started to focus on the subjects they found
more difficult, as reported below:
Then, there were lots of things I focused on because I was good at them, and used
to neglect the things I was bad at. So, today I focus on the things I find the most
difficult, but not on the things I already master, I’m good at that, so I only need
to keep up with that work (E15).
Feelings of anxiety in evaluations. In several cases, the participants noticed that their participation in the project
minimized feelings such as nervousness, worries, and anxiety, mainly before school
tests, as observed in the student’s report on his specific difficulty in one subject:
Ah, I felt it, because I could remember more at the time of the test, before I used
to be very anxious and I could not remember anything, but I managed, only in mathematics,
you know, I always had difficulties, then it was very hard. But, I did well in the
other subjects (E17).
However, such perception was not unanimous, which agrees with the results found in
the DASS-21, as observed below:
This is anxiety, isn’t it? I feel nervous, and then, it is not because I don’t know
the content... it is because I get nervous and end up forgetting a lot of what I had
studied, the things that I should remember at that time, then I write the wrong thing
(...)(E22).
Changes after participating in the project. The participants mostly mentioned aspects such as greater motivation for and interest
in the studies, better preparation, balance, and awareness of the need to create a
routine and study habits:
Ah, I felt better in relation to tests, for learning how to organize everything I
need to do, you see? Like a better organization of the studies, because in the past
I saw what I saw, I studied everything that appeared in front of me. Nowadays, I don’t,
now I choose what I have to study (E15).
This perception was not unanimous either, as mentioned by the student below:
Then, I don’t know, it is because I usually leave school very late, I feel sleepy
during the day, then I get home and want to sleet, or I have to help with the household
chores, help my mom or study (E3).
The set of reports agrees with the researcher’s observations, it reveals a continuum
in the researched group regarding the acquisition of self-regulatory skills and decreased
anxiety symptoms.
Discussion
The objective of this study was to evaluate the degree of effectiveness of the intervention
project, based on the assumption that the intervention would promote the acquisition
of self-regulatory skills in participants and minimize anxiety symptoms.
In general, the results suggest that most of the participating students were successful,
especially in the planning phase, defining goals and adopting a weekly list of activities
(checklist). This strategy, combined with planned study schedules, proved to be effective
in most cases. The reports emphasized improvements in aspects such as “organization”
of studies and time management to achieve goals, among others, in line with the literature
reports about the planning phase “the student analyzes the task he/she will face,
studies the personal and environmental resources necessary to face the task, establishes
objectives and plans to achieve the intended goal” (). In general terms, the results found here are similar to those of recent Brazilian
research. In a study with professional high school students, when considering the
phases comprised in the self-regulatory process, the greatest evolution of skills
was observed in the planning stage (). Also, in the study by , the level of self-regulated learning in high school was assessed and a high frequency
of positive responses was observed in the planning stage.
This study observed that most of the students were also successful during the implementation
and evaluation stages, using the monthly planner effectively, for example. Possibly,
due to the number of subjects, many have faced difficulties in establishing a routine
with fixed subjects to be studied. The reports in the interviews, combined with the
researcher's observations, lead us to believe that the majority complied with the
planning to a greater or lesser extent, paying attention to aspects such as management
of the study environment, identification of difficulties and potentialities and prioritization
of activities. The acquisition of skills such as time management and control of aspects
of the environment was also noted, which facilitated the achievement of goals, according
to the literature ().
The presence of metacognitive processes is implicit, for example, when a student reported:
Yes, it was good, because I found a way of organizing myself better and focus on the
things I am intelligent … things that are really necessary. Then, there were lots
of things I focused on because I was good at them, and used to neglect the things
I was bad at. So, today I focus on the things I find the most difficult
By becoming aware of their own cognitive process, students recognize the importance
of self-assessment in detecting strengths and weaknesses when learning and this, among
other aspects, can help them concentrate or focus on their studies and thus be able
to achieve their goals ().
A maioria dos/as estudantes efetuou esforços reflexivos, no sentido de análise do
próprio desempenho e de identificação/enfrentamento das dificuldades, o que vai ao
encontro da literatura (; Zimmerman, , ; ). A fase de autorreflexão pressupõe processos de auto-observação como, por exemplo,
a autocrítica, no sentido de atribuição de causalidade ao próprio desempenho (Zimmerman,
, ). Quando um estudante afirma, por exemplo, que “mas ainda sou um pouquinho desorganizada
com as coisas, com as minhas tarefas, acabo deixando para última hora, às vezes”,
evidencia a aquisição de habilidades, nesse sentido: na etapa de autorreflexão, o/a
estudante avalia a eficácia das estratégias de aprendizado via automonitoração, para
a identificação de discrepâncias entre o resultado obtido e o objetivo inicial, bem
como a redefinição de estratégias para a realização de metas.
Most of the students made reflective efforts to analyze their own performance and
identify/cope with difficulties, which is in line with the literature (; , ; ). The self-reflection phase presupposes self-observation processes such as self-criticism,
in the sense of ascribing causality to one's own performance (Zimmerman, , ). When a student states, for example, that “but I'm still a little disorganized with
things, with my tasks, I end up leaving it until the last minute, sometimes”, he/she
highlights the acquisition of skills since in the self-reflection stage, students
evaluate the effectiveness of learning strategies via self-monitoring, to identify
discrepancies between the result obtained and the initial objective, as well as redefining
strategies to achieve goals ().
However, there were exceptions. Procrastination behavior was observed in some participants,
that is, the tendency to postpone or delay tasks, which is associated with behaviors
that are harmful to learning, such as delaying assignments and reducing study time.
This is an illogical postponement, characterizing gaps between intention and action
(). By deviating their attention from school activities, feelings such as tension,
fear or worry are momentarily avoided; procrastination can also be a scheme to hide
the lack of understanding of certain school content (). Procrastination can end up becoming stronger, as it is a behavioral response that
allows the avoidance of perceived stressors. When faced with stress, adolescents can
use productive coping strategies, such as facing the problem, or resorting to avoidance,
diverting attention from the focus of the problem (González and Hernández, 2009).
Students with a high degree of self-regulation of learning are less likely to procrastinate
studies, while students with low self-regulation tend to procrastinate more ().
The obstacles faced by some participants in this study might have reduced their motivation
to study. It is assumed that the gap in previous content, when combined with factors
such as tiredness resulting from traveling to study in another city, family problems,
lack of adequate space for studying, among other aspects, have made it difficult for
some students to adapt to the new reality. Motivation is considered a crucial factor
for learning and permeates the self-regulatory process: “Self-regulation of learning
can be developed through the coordination of cognitive, metacognitive and motivational
skills” ().
The results seem to suggest the act of procrastinating by some of the participating
students and/or factors that interfere with their motivation made self-regulation
and learning difficult, leading to more procrastination and demotivation, resulting
in a vicious circle. Possibly, this is a bidirectional association. It is possible
that the intervention was not effective in promoting self-regulation and minimizing
procrastination or demotivation in some students. Therefore, we recognize that in
these cases, longer interventions would be necessary.
As regards anxiety symptoms, the initial hypothesis was partially confirmed, both
by comparing the scores for each case individually and by applying the JT Method.
Furthermore, the difference between the mean scores on the DASS-21 anxiety factor
(pre and post intervention) was significant. Considering the group of students who
participated in the intervention project, a reduction in the average level of anxiety
was noted. These factors suggest the possibility of a positive effect of the intervention.
It is essential to pay attention to variables that may have interfered in the students'
performance when filling out the DASS-21 and/or in their academic adaptation. The
year when the study was developed, 2022 is considered atypical since those teenagers
entered high school in the period immediately after the pandemic. There is evidence
that the COVID-19 pandemic has exacerbated mental health problems in adolescents and/or
the general population (). Furthermore, the intervention took place between June and November 2022, and during
part of this period some of the free afternoons were used for extracurricular activities,
reducing the time that students had to dedicate to studying.
These and other variables may have caused overload and stress in students in the final
phase of this project, influencing their level of anxiety. In addition, the second
application of the DASS-21 took place in November, the period in which students were
having their final school tests. It is important to consider the construct of test
anxiety and its association with self-regulatory processes (; ). The literature suggests that test anxiety symptoms, at moderate levels, can even
contribute to self-regulation; while high levels of anxiety before assessments can
harm academic performance (). New studies on the subject, under different intervention formats and considering
the role of intervening variables, could contribute to the understanding of this matter.
Os resultados deste trabalho como um todo vão ao encontro do que prevê a literatura,
quanto ao papel da escola em promover a autorregulação (; ). Há um consenso no sentido de que as instituições escolares deveriam incorporar
o ensino de habilidades autorregulatórias ao cotidiano das aulas. Docentes podem incluir
o ensino de habilidades dessa natureza durante as aulas (; ).
The results of this work as a whole are in line with what the literature regarding
the role of schools in promoting self-regulation (; ). There is a consensus that school institutions should incorporate the teaching of
self-regulatory skills into everyday classes. Teachers can include the teaching of
skills of this nature in their lessons (; ).
The individual study orientation guided by the theoretical framework of self-regulation
of learning, carried out by the researcher, proved to be an efficient way of helping
students. The data gathered during the interviews, combined with the researcher's
observations during the sessions, revealed that most of the students were successful
in aspects such as analyzing the set of tasks required by the course, verifying which
strategies are most effective in achieving the expected results, and evaluating progress
in relation to learning, among others. Furthermore, they also understood the need
to adjust the planning, whenever needed. It was possible to verify that when stimulated,
most of the participants reflected on the proposed situation, according to their possibilities
at the moment, their individuality and considering their life history.
The set of results therefore shows that most of the participants acquired relevant
skills for their self-regulatory process at different levels and that the interventions
favored students' academic adaptation to a greater or lesser extent in most cases.
However, the study has some limitations such as the small sample size, which did not
allow the generalization of the results. Another limitation was that the students’
free time was relatively limited. Therefore, further research should be carried out
with a larger sample population and with a greater frequency of consultations to expand
understanding of the subject.
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