I know what I have to do: the conquest of self-regulation

Authors

  • Claudia Leme Ferreira Davis Fundação Carlos Chagas - FCC, Pontifícia Universidade Católica de São Paulo - PUC-SP, São Paulo, São Paulo, Brasil
  • Marina Muniz Rossa Nunes fundação Carlos Chagas - FCC, Colégio Santa Cruz, São Paulo, São Paulo, Brasil

DOI:

https://doi.org/10.18222/eae.v27i64.3673

Keywords:

Learning, Self-regulation, Evaluation of Learning, Cultural-historical Psychology

Abstract

Self-regulated learning has been studied extensively in the field of Educational Psychology, since it allows the students to plan, direct, monitor and evaluate their learning. Notwithstanding, in many schools, these possibilities are not mastered by the students, leading to serious damage to the development of problem-solving skills, and hence, to reasoning itself. From a Vygotskian perspective, the present article analyzes a real case – described by the authors from their own perspective (but endorsed by some students) – and seeks to show that it is possible to teach self-regulation to students. The study highlights, however, that the path to achieve success in learning involves building trust relationships within the classroom and the understanding of error as an inherent part of learning.

 

 

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Author Biographies

Claudia Leme Ferreira Davis, Fundação Carlos Chagas - FCC, Pontifícia Universidade Católica de São Paulo - PUC-SP, São Paulo, São Paulo, Brasil

Pesquisadora da Fundação Carlos Chagas (FCC).Professora Titular do Programa de Estudos Pós-graduados em Educação: Psicologia da Educação da Pontifícia Universidade Católica de São Paulo (PUC-SP), São Paulo, São Paulo, Brasil

Marina Muniz Rossa Nunes, fundação Carlos Chagas - FCC, Colégio Santa Cruz, São Paulo, São Paulo, Brasil

Pesquisadora da Fundação Carlos Chagas (FCC). Diretora do ensino médio do Colégio Santa Cruz, São Paulo, São Paulo, Brasil

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Published

2016-05-20

How to Cite

Davis, C. L. F., & Nunes, M. M. R. (2016). I know what I have to do: the conquest of self-regulation. Estudos Em Avaliação Educacional, 27(64), 10–35. https://doi.org/10.18222/eae.v27i64.3673

Issue

Vol. 27 No. 64 (2016): jan./abr. 2016

Section

Articles

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