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Made available in DSpace on 2014-06-11T19:31:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-11-29Bitstream added on 2014-06-13T19:42:20Z : No. of bitstreams: 1 bartalo_l_dr_mar.pdf: 619978 bytes, checksum: 410047d770f8ed716b707d72b40bf675 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / As estratégias de estudo e aprendizagem adotadas por alunos de cursos superiores têm-se mostrado eficientes para uma aprendizagem mais significativa. O diagnóstico, mensuração e estudo dessas estratégias colocam-se como um dos aspectos fundamentais com vistas à melhoria do processo de aprendizagem. Nesse sentido, instrumentos válidos, fidedignos e sem vieses para realizar essa mensuração são necessários na área de educação. Neste estudo realizou-se a adaptação e a validação, para a população de dois estados brasileiros, de um instrumento de mensuração de estratégias de estudo e aprendizagem construído em 1988, o LASSI (Learning and Study Strategies Inventory), e utilizado no mundo inteiro, principalmente nos Estados Unidos, onde foi criado. Participaram desta pesquisa 833 alunos universitários de quatro universidades públicas localizadas nos estados de São Paulo e Paraná. A análise fatorial exploratória indicou uma estrutura de dez fatores no instrumento, que depois de trabalhada e analisada com a utilização de outros testes estatísticos, como o teste de consistência interna (alpha de Cronbach), de correlação de Pearson e os testes de estabilidade temporal, bem como análises conceituais, passou a ser composto por nove fatores. O instrumento, originalmente tinha 77 questões, às quais foram acrescentadas para este estudo 11 relativas às estratégias de estudo e aprendizagem adotadas na Internet. Em sua versão final o instrumento ficou com 71 questões em sua parte geral e com as mesmas 11 questões relativas à Internet, ou seja, no trabalho de validação foram eliminadas seis questões, todas da parte geral. As dimensões originais foram reconfiguradas. Duas delas foram excluídas: Autoverificação e Estratégias de Verificação e surgiu uma nova: Preocupações ao Estudar... . / Learning and study strategies adopted by university students are considered efficient in order to have a more meaningful learning. The diagnosis, measuring and study of these strategies are fundamental aspects for the improvement of the learning process. In this sense, valid, reliable and non-oblique instruments are necessary in the education area for accomplishing this measuring. In this study, it was carried out the adaptation and validation for the Brazilian population, of an instrument used for measuring learning and study strategies created in 1988, LASSI (Learning and Study Strategies Inventory), used worldwide but mainly in the United States where it was created. Eight hundred thirty-three university students from four public universities in the states of São Paulo and Paraná, took part in this research. The exploratory factorial analysis indicated a tenfactor structure in the instrument that, after dealt with and analyzed with the use of other statistical tests such as the internal consistency test (Cronbach's alpha), the Pearson's correlation coefficient and the temporal stability tests as well as conceptual analyses, became a nine-factor structure. The instrument originally had 77 questions to which 11 were added for this study, concerning study and learning strategies adopted in the Internet. In its final version, 71 questions were left in its general part and with the same 11 questions concerning the Internet, that is, in the validation task, six questions were eliminated, all of them from the general part. The original dimensions were reconfigured. Two of them were excluded: Self-Testing and Testing Strategies, and a new one was created: Concerns when studying. Significant correlations were found between the participant's performance in the subscales of the instrument and the variables gender and area of knowledge of their courses... (Complete abstract, click electronic access below).

Colleges and universities face a critical challenge in addressing the educational needs of their academically underprepared students. With college dropout rates increasingly rising, post-secondary institutions must ensure that these students have both the knowledge and the skills necessary to succeed in higher education and beyond. The aim of this study was to investigate the learning and study strategies and skills of students participating in a university summer bridge program (SBP), which is a 6-week, high-school-to-college transition program for academically underprepared, at-risk, first-year students (as defined by the university). The relationships between SBP students' learning and study strategies and two measures of college achievement (first-year GPA and first-to-second-year persistence) were investigated using a two-phase, mixed-methods explanatory design. In Phase 1 of the study, the Learning and Study Strategies Inventory (LASSI) profiles of SBP students (N = 266) were examined. The LASSI, an 80-item, self-report questionnaire, is used to assess students' knowledge and use of various cognitive, motivational, and self-regulatory strategies that contribute to strategic learning. In Phase 2 of the study, semi-structured interviews were conducted to follow-up with purposefully selected SBP students (n = 4) during their sophomore year at the university. Results of the study found that selecting main ideas and test strategies (LASSI) scales were significant predictors of first-year college GPA. Motivation, as assessed by the LASSI, was a significant predictor of first-to-second-year college persistence. Interviews conducted in Phase 2 of the study expand on these findings. Implications for educational policy and practice are highlighted. / Educational Psychology

Orientador: José Augusto da Silva Pontes Neto / Banca: José Aloyseo Bzuneck / Banca: Sueli Édi Rufini Guimarães / Banca: Elsa Maria Mendes Pessoa Pullin / Banca: Raul Aragão Martins / Resumo: As estratégias de estudo e aprendizagem adotadas por alunos de cursos superiores têm-se mostrado eficientes para uma aprendizagem mais significativa. O diagnóstico, mensuração e estudo dessas estratégias colocam-se como um dos aspectos fundamentais com vistas à melhoria do processo de aprendizagem. Nesse sentido, instrumentos válidos, fidedignos e sem vieses para realizar essa mensuração são necessários na área de educação. Neste estudo realizou-se a adaptação e a validação, para a população de dois estados brasileiros, de um instrumento de mensuração de estratégias de estudo e aprendizagem construído em 1988, o LASSI (Learning and Study Strategies Inventory), e utilizado no mundo inteiro, principalmente nos Estados Unidos, onde foi criado. Participaram desta pesquisa 833 alunos universitários de quatro universidades públicas localizadas nos estados de São Paulo e Paraná. A análise fatorial exploratória indicou uma estrutura de dez fatores no instrumento, que depois de trabalhada e analisada com a utilização de outros testes estatísticos, como o teste de consistência interna (alpha de Cronbach), de correlação de Pearson e os testes de estabilidade temporal, bem como análises conceituais, passou a ser composto por nove fatores. O instrumento, originalmente tinha 77 questões, às quais foram acrescentadas para este estudo 11 relativas às estratégias de estudo e aprendizagem adotadas na Internet. Em sua versão final o instrumento ficou com 71 questões em sua parte geral e com as mesmas 11 questões relativas à Internet, ou seja, no trabalho de validação foram eliminadas seis questões, todas da parte geral. As dimensões originais foram reconfiguradas. Duas delas foram excluídas: Autoverificação e Estratégias de Verificação e surgiu uma nova: Preocupações ao Estudar... (Resumo completo, clicar acesso eletrônico abaixo). / Abstract: Learning and study strategies adopted by university students are considered efficient in order to have a more meaningful learning. The diagnosis, measuring and study of these strategies are fundamental aspects for the improvement of the learning process. In this sense, valid, reliable and non-oblique instruments are necessary in the education area for accomplishing this measuring. In this study, it was carried out the adaptation and validation for the Brazilian population, of an instrument used for measuring learning and study strategies created in 1988, LASSI (Learning and Study Strategies Inventory), used worldwide but mainly in the United States where it was created. Eight hundred thirty-three university students from four public universities in the states of São Paulo and Paraná, took part in this research. The exploratory factorial analysis indicated a tenfactor structure in the instrument that, after dealt with and analyzed with the use of other statistical tests such as the internal consistency test (Cronbach's alpha), the Pearson's correlation coefficient and the temporal stability tests as well as conceptual analyses, became a nine-factor structure. The instrument originally had 77 questions to which 11 were added for this study, concerning study and learning strategies adopted in the Internet. In its final version, 71 questions were left in its general part and with the same 11 questions concerning the Internet, that is, in the validation task, six questions were eliminated, all of them from the general part. The original dimensions were reconfigured. Two of them were excluded: Self-Testing and Testing Strategies, and a new one was created: Concerns when studying. Significant correlations were found between the participant's performance in the subscales of the instrument and the variables gender and area of knowledge of their courses... (Complete abstract, click electronic access below). / Doutor

High school students need to be equipped with the competencies that may enable them to adapt to the increasing demands of learning in the school and beyond. To this end, the main research question of this study was, namely How can the self-regulated learning of adolescents be developed at high school? The aim of the study was to design, implement and evaluate a study skills programme for high school students. The social-cognitive theory, in particular the self-regulated Learning (SRL) theory, was used as the conceptual framework on which this study was based. An explanatory, sequential, mixed-methods research design was implemented. Purposeful sampling was used to select the participants in the three phases of the research project. Two classes of Grade 10-students (an experimental and a comparison group) from one school participated in the study, as follows: (i) in the first quantitative phase both classes wrote a pre-test, using the Learning and Strategies Inventory - High School Version (LASSI-HS); (ii) this was followed by a qualitative phase over 10 weeks. During this time a programme was implemented with the experimental group, once per week for 30 minutes (during school hours), and a 30 minute session in the afternoons. Individual work was also done with eight students, who were purposefully sampled. Between one and four sessions were held with each of the eight students. During the 10 weeks data were collected continuously by means of individual interviews with the eight students, as well as from their journals. In addition, the researcher collected data by means of field-notes. (iii) After the 10 weeks, the final quantitative phase involved both the experimental and the comparison groups in the writing of a post-test. The results indicated that the programme to enhance the students’ goal-setting, self-monitoring and self-evaluation strategies was successful. The students also indicated an improvement in their attitudes, motivation, information-processing, and in selecting the main ideas in their study material. However, shortcomings were noted in certain areas. Based on the literature and the empirical findings of the study, an improved programme for the development of the adolescents’ SRL in high school was designed. The programme recommended the early commencement of the programme, and that the two problem areas that were identified, namely time-management and motivational strategies be emphasised. / Psychology of Education / D. Ed. (Psychology of Education)

High school students need to be equipped with the competencies that may enable them to adapt to the increasing demands of learning in the school and beyond. To this end, the main research question of this study was, namely How can the self-regulated learning of adolescents be developed at high school? The aim of the study was to design, implement and evaluate a study skills programme for high school students. The social-cognitive theory, in particular the self-regulated Learning (SRL) theory, was used as the conceptual framework on which this study was based. An explanatory, sequential, mixed-methods research design was implemented. Purposeful sampling was used to select the participants in the three phases of the research project. Two classes of Grade 10-students (an experimental and a comparison group) from one school participated in the study, as follows: (i) in the first quantitative phase both classes wrote a pre-test, using the Learning and Strategies Inventory - High School Version (LASSI-HS); (ii) this was followed by a qualitative phase over 10 weeks. During this time a programme was implemented with the experimental group, once per week for 30 minutes (during school hours), and a 30 minute session in the afternoons. Individual work was also done with eight students, who were purposefully sampled. Between one and four sessions were held with each of the eight students. During the 10 weeks data were collected continuously by means of individual interviews with the eight students, as well as from their journals. In addition, the researcher collected data by means of field-notes. (iii) After the 10 weeks, the final quantitative phase involved both the experimental and the comparison groups in the writing of a post-test. The results indicated that the programme to enhance the students’ goal-setting, self-monitoring and self-evaluation strategies was successful. The students also indicated an improvement in their attitudes, motivation, information-processing, and in selecting the main ideas in their study material. However, shortcomings were noted in certain areas. Based on the literature and the empirical findings of the study, an improved programme for the development of the adolescents’ SRL in high school was designed. The programme recommended the early commencement of the programme, and that the two problem areas that were identified, namely time-management and motivational strategies be emphasised. / Psychology of Education / D. Ed. (Psychology of Education)