This thesis examined the intra-individual relationship between state affect and task performance, with an emphasis on a) the moderating effects of trait affect and task difficulty; and b) the mediating effects of cognitive and affective regulation. Theory and empirical research from the emotion, motivation, and personality literatures was integrated to develop a multilevel model of states, traits, and situational factors as predictors of task performance. Data from five studies were analysed using single- and multi-level techniques to test the hypothesised model of relationships. The findings are reported within three manuscripts, which comprise the body of this thesis. Manuscript 1 presents validation evidence for the psychometric instruments used to measure the self-regulatory components of the model. Three studies (N = 758) were conducted to examine the nomological network of cognitive and affective regulation. In parallel, two new self-report scales were developed to operationalise these constructs within a repeated measures paradigm. The three studies demonstrated that the new cognitive and affective regulation scales were uniquely associated with other self-regulatory, personality, affective and achievement variables at the intra-individual and inter-individual levels. Study 1 provided evidence for the unidimensionality, internal consistency, and construct validity of each scale. Study 2 replicated and extended construct validity evidence using a different sample and performance domain. Study 3 established the utility of each scale for assessing intra-individual variability in cognitive and affective regulation, and their ability to predict performance within individuals. In sum, the three studies suggested that the new measures of cognitive and affective regulation were psychometrically adequate for use in model testing. Manuscripts 2 and 3 tested the intra-individual relationship between state affect and task performance, with a focus on the moderating effects of trait affect and task difficulty (Manuscript 2), and the mediating effects of cognitive and affective regulation (Manuscript 3). Each manuscript analysed different portions of data from two laboratory experiments (N = 182). In each experiment, participants performed multiple trials of an air-traffic control simulation that varied in task difficulty at the inter-individual (Study 4) or intra-individual (Study 5) level. Trait positive and negative affect were measured before the task, whereas state positive and negative affect, cognitive and affective regulation, and task performance were measured at repeated intervals over practice. In Manuscript 2, hierarchical linear modelling demonstrated that state positive affect was positively related, whereas state negative affect was negatively related, to task performance at the intra-individual level of analysis. As hypothesised, the strength of these affect-performance relationships was significantly moderated by trait affect and task difficulty. In both studies, the positive intra-individual relationship between state positive affect and performance was stronger for individuals with high (versus low) trait positive affect, particularly when task difficulty was high (versus low). In contrast, the negative intra-individual relationship between state negative affect and performance only emerged for individuals with low (versus high) trait negative affect, regardless of the level of task difficulty. In Study 4, the intra-individual relationship between state negative affect and task performance was also more pronounced when task difficulty was high (versus low). In Manuscript 3, multilevel multiple-mediation modelling demonstrated that cognitive regulation significantly mediated the intra-individual relationship between state positive affect and performance in both studies, alongside the intra-individual relationship between state negative affect and performance in Study 4. Unexpectedly, affective regulation failed to mediate either of these affect-performance relationships. However, state positive affect was positively related to affective regulation in both studies, whereas state negative affect was positively related to affective regulation in Study 5. Overall, this thesis makes theoretical, empirical and methodological contributions to understanding how affect relates to performance at the intra-individual level of analysis; and for whom, when, and why these relationships emerge. Within a multilevel framework, it integrates interdisciplinary perspectives to identify the affective determinants of performance from two levels of analysis. The results demonstrate that state positive and negative affect can differentially predict intra-individual variability in task performance, and that these effects may a) depend on trait affect and task difficulty; and b) be partially explained by cognitive regulation. These findings emphasise the importance of adopting a multilevel, repeated measures paradigm to examine how affective states, traits, and task demands interactively predict task performance. There is scope for extending this research further by investigating a broader range of moderating and mediating constructs. Practical implications and directions for future research are discussed.

This thesis examined the intra-individual relationship between state affect and task performance, with an emphasis on a) the moderating effects of trait affect and task difficulty; and b) the mediating effects of cognitive and affective regulation. Theory and empirical research from the emotion, motivation, and personality literatures was integrated to develop a multilevel model of states, traits, and situational factors as predictors of task performance. Data from five studies were analysed using single- and multi-level techniques to test the hypothesised model of relationships. The findings are reported within three manuscripts, which comprise the body of this thesis. Manuscript 1 presents validation evidence for the psychometric instruments used to measure the self-regulatory components of the model. Three studies (N = 758) were conducted to examine the nomological network of cognitive and affective regulation. In parallel, two new self-report scales were developed to operationalise these constructs within a repeated measures paradigm. The three studies demonstrated that the new cognitive and affective regulation scales were uniquely associated with other self-regulatory, personality, affective and achievement variables at the intra-individual and inter-individual levels. Study 1 provided evidence for the unidimensionality, internal consistency, and construct validity of each scale. Study 2 replicated and extended construct validity evidence using a different sample and performance domain. Study 3 established the utility of each scale for assessing intra-individual variability in cognitive and affective regulation, and their ability to predict performance within individuals. In sum, the three studies suggested that the new measures of cognitive and affective regulation were psychometrically adequate for use in model testing. Manuscripts 2 and 3 tested the intra-individual relationship between state affect and task performance, with a focus on the moderating effects of trait affect and task difficulty (Manuscript 2), and the mediating effects of cognitive and affective regulation (Manuscript 3). Each manuscript analysed different portions of data from two laboratory experiments (N = 182). In each experiment, participants performed multiple trials of an air-traffic control simulation that varied in task difficulty at the inter-individual (Study 4) or intra-individual (Study 5) level. Trait positive and negative affect were measured before the task, whereas state positive and negative affect, cognitive and affective regulation, and task performance were measured at repeated intervals over practice. In Manuscript 2, hierarchical linear modelling demonstrated that state positive affect was positively related, whereas state negative affect was negatively related, to task performance at the intra-individual level of analysis. As hypothesised, the strength of these affect-performance relationships was significantly moderated by trait affect and task difficulty. In both studies, the positive intra-individual relationship between state positive affect and performance was stronger for individuals with high (versus low) trait positive affect, particularly when task difficulty was high (versus low). In contrast, the negative intra-individual relationship between state negative affect and performance only emerged for individuals with low (versus high) trait negative affect, regardless of the level of task difficulty. In Study 4, the intra-individual relationship between state negative affect and task performance was also more pronounced when task difficulty was high (versus low). In Manuscript 3, multilevel multiple-mediation modelling demonstrated that cognitive regulation significantly mediated the intra-individual relationship between state positive affect and performance in both studies, alongside the intra-individual relationship between state negative affect and performance in Study 4. Unexpectedly, affective regulation failed to mediate either of these affect-performance relationships. However, state positive affect was positively related to affective regulation in both studies, whereas state negative affect was positively related to affective regulation in Study 5. Overall, this thesis makes theoretical, empirical and methodological contributions to understanding how affect relates to performance at the intra-individual level of analysis; and for whom, when, and why these relationships emerge. Within a multilevel framework, it integrates interdisciplinary perspectives to identify the affective determinants of performance from two levels of analysis. The results demonstrate that state positive and negative affect can differentially predict intra-individual variability in task performance, and that these effects may a) depend on trait affect and task difficulty; and b) be partially explained by cognitive regulation. These findings emphasise the importance of adopting a multilevel, repeated measures paradigm to examine how affective states, traits, and task demands interactively predict task performance. There is scope for extending this research further by investigating a broader range of moderating and mediating constructs. Practical implications and directions for future research are discussed.

The immune system has been suggested as crucial in brain and psychological functioning. More precisely, immune markers reflecting immune system activity are important for psychological and mental health, as evident by their role in the physiopathology of depression and in the impairment of executive functions. Frontal alpha asymmetry (FAA), an electroencephalographic marker of brain function, has also been linked to such psychopathology and is thought to reflect psychological processes underlying approach- versus withdrawal-related motivation and higher-order inhibitory control. Only a few studies have linked FAA to immune markers but notably found a negative association between IL-6, a pleiotropic pro-inflammatory cytokine, and FAA. The aim of the present work is thus to study the relationship between various immune markers (including pro-inflammatory cytokines and IL-6) and FAA. 35 healthy young male participants underwent a resting EEG recording and blood sampling from which immune markers were measured. The results did not suggest an association between IL-6 and FAA. No other immune markers were either suggested to be associated to FAA. The complexity of the immune system (e.g., effect of cytokines) is underlined and may explain the results. Despite such results, the implication of true negative correlations between FAA and circulating immune markers, as suggested in previous studies, is discussed in the light of the theoretical models of FAA.

abstract: Driven by a variety of factors, online learning has continued to grow at an unprecedented rate. A Sloan Foundation report issued in January of 2010 indicated that in 2009, 4.6 million students took at least one online class, an increase in 17% over 2008. Graduate business education, and more specifically, Master of Business Administration (MBA) programs have responded to this growth and other drivers such as globalization, institutional competition and student demand by leveraging the online platform more extensively. Because of the continued growth of online programs, there is an ongoing need to better understand the motivational beliefs and self-regulatory strategies students utilize to achieve academic success. Self-regulation is a social-cognitive construct supported by several decades of research, which posits that students engage in a self-directive process to transform their mental abilities into academic skills. Online MBA students balance work, family, business travel and other life events while pursuing their degree. Their ability to balance life events while succeeding academically suggests they possess the capacity for academic self-regulation. Can admissions requirements that are already in place provide insight into how students' manage their academic self-regulation? This study examined the relationship between the MBA admissions requirements of Graduate Management Admissions Test (GMAT) total score, GMAT verbal score and years of work experience to determine if they were predictive of the student's motivational beliefs and self-regulatory learning strategies. GMAT scores and years of work experience are often thought to be predictors of student success in MBA programs. Self-selected online MBA students (n = 130) completed the Motivated Strategies for Learning Questionnaire during the final week of Organization Theory and Behavior, a core course in the MBA program. Analysis indicated that the MBA admissions requirements of GMAT total score, GMAT verbal score, and years of work experience were not reliable predictors of motivational beliefs and self-regulatory strategies. The findings indicate that while admissions criteria may be predictive of student success in the overall program, they provide little insight about how students manage their motivational beliefs and self-regulatory strategies while participating in their courses. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2010

À l’heure où les défis humains sont sans cesse repoussés et les records toujours dépassés, la quête de performance professionnelle ou sportive ne peut avoir lieu sans préserver l’intégrité mentale des individus. L’adaptation psychologique représente un enjeu majeur pour les missions spatiales, les hivernages polaires et le sport extrême et avec elle, l’adaptabilité qui représente la capacité à gérer les contraintes situationnelles. L’adaptabilité est un prédicteur de la réussite des aventures extrêmes. C’est pourquoi la recherche scientifique tente de reconnaître à la fois les réponses psychologiques induites par l’exposition volontaire à une situation extrême, et les capacités intra-individuelles clefs influençant l’adaptation. Ce travail de recherche a pour objectif d’apporter des éléments de réponse sur ces deux concepts et leurs associations, d’abord pour améliorer notre compréhension des mécanismes impliqués dans les situations extrêmes, ensuite pour proposer des protocoles d’intervention psychologique permettant l’optimisation de l’adaptation psychologique. / Today, across the quest of professional and sport performance, human are constantly challenging their mental integrity. Psychological adaptation can be considered as a major challenge and success criterion in the space missions, polar wintering and extreme sport. In addition, adaptability represents a predictive factor of the success in these extreme adventures. That’s why some research attempts to recognize and measure psychological responses before, during and after the voluntary exposition to these extreme situations and psychological abilities that impact adaptation. The current scientific contributions aims to provide elements of a response to both, adaptation and adaptability. The association of those two concepts may help us for a better understanding of psychological mechanisms implied in extreme situation. To go further, our goal is to provide psychological interventions protocols leading to optimize psychological adaptation.

A autorregulação é um dos vários elementos considerados essenciais no processo de aprendizagem, pode-se afirmar que um aluno autorregulado em sua aprendizagem é aquele que aprendeu a planejar, controlar e avaliar seus processos cognitivos, motivacionais, afetivos, comportamentais e contextuais; possui autoconhecimento sobre o próprio modo de aprender, suas potencialidades e limitações. Com esse conhecimento o estudante controla e regula o próprio processo de aprendizagem em direção a seus objetivos e metas. Por sua vez o professor autorregulado é capaz de auxiliar no desenvolvimento dos processos autorregulatórios de seus estudantes e oferecer oportunidades para que também autorregulem sua própria atuação. É nesta perspectiva que este estudo pré-experimental se fundamenta, na instrução direta dos processos de autorregulação da aprendizagem. Com esse intuito foi proposta uma Oficina Online de Estratégias de Estudo, com um grupo de 76 estudantes universitários do Curso de Licenciatura em Matemática a Distância, da Universidade Federal de Pelotas, universidade participante do Consórcio Universidade Aberta do Brasil. Os participantes mostraram semelhanças ao perfil do aluno virtual brasileiro, sendo a maioria do sexo feminino, com idade média de 33 anos e que exercem atividade remunerada com dedicação média de 39 horas semanais. Buscou-se avaliar o impacto no processo autorregulatório da aprendizagem e no conhecimento pedagógico do conteúdo do futuro professor de matemática. Para avaliar o impacto da experiência de ensino com adaptação do Programa de Gervásio ao contexto online, foram analisadas quantitativamente as variáveis autorregulação da aprendizagem (IPAA), o conhecimento de estratégias de aprendizagem (CEA) e o conhecimento pedagógico do conteúdo equação do segundo grau (CPC), antes e após a experiência de ensino. Também foi realizada a análise dessas variáveis em função das variáveis categóricas pessoais e acadêmicas dos participantes. Para aferir a relação entre a autorregulação da aprendizagem e o conhecimento do conteúdo pedagógico foi realizada a análise de correlação entre o IPAA (pós), CEA (pós), CPC (pós) e as variáveis categóricas - idade e rendimento acadêmico médio. Além deste conjunto de análises, foi avaliada a variável entrega da atividade. Para uma interlocução com a análise quantitativa, foi realizada a análise dos dados qualitativos obtidos através do Chat e dos Fóruns de Discussão e, por fim, foram determinadas as frequências relativas das respostas à Ficha de Avaliação da Oficina, bem como realizada a análise qualitativa das questões abertas desta avaliação. Através desta investigação foi possível verificar que o ensino dos processos autorregulatórios, na educação a distância é um constructo fundamental e viável para formação de um educador matemático, pois permitiu uma mudança significativa no conhecimento declarativo das estratégias de aprendizagem e do conhecimento pedagógico do conteúdo matemático do futuro professor. Além das mudanças cognitivas decorrentes da experiência de ensino foi possível observar outros fatores que possibilitam a gerência dos comportamentos, pensamentos e sentimentos, voltados e adaptados para obtenção de metas pessoais e guiados por padrões gerais de conduta, tais como: a identificação de fatores que influenciam a aprendizagem, a antecipação dos resultados das ações, experimentação de satisfação com o próprio esforço, crenças de autoeficácia positivas, autorreflexão, gerenciamento do tempo disponível, o monitoramento do próprio desempenho, percepção do valor do aprendizado. Pelos resultados obtidos, parece pertinente, que a competência de autorregulação da aprendizagem componha a arquitetura pedagógica de cursos de formação inicial de professores de matemática, na modalidade a distância. / The self-regulation is one of several elements considered essential in the learning process, it can be said that a self-regulated learner in their learning is one who has learned to plan, monitor and evaluate their cognitive, motivational, affective, behavioral and contextual processes; it has self knowledge about the proper way to learn, its potential and limitations. With this knowledge the student controls and regulates the learning process itself toward its goals and objectives. On the other hand self-regulated teacher is able to assist in the development of self-regulatory processes of their students and provide opportunities for them to also self regulate their own performance. It is in this perspective that this pre-experimental study is based on the direct instruction of self-regulation processes of learning. In this sense, we propose an Online Workshop Study Strategy for a group of 76 college students of the Degree in Mathematics distance, from Federal University of Pelotas, which is participant of the university consortium “Universidade Aberta do Brasil”. The participants of Workshop showed similarities to the profile of Brazilian virtual student. The most of them are female with mean age of 33 years and performing paid work with dedication average of 39 hours per week. We sought to assess the impact on auto-regulatory process of learning and pedagogical content knowledge of future teachers of mathematics. To assess the impact of teaching experience with adaptation of Gervasio´s program to the online environment, were quantitatively analyzed the learning of self-regulation variables (IPAA), knowledge of learning strategies (CEA) and the pedagogical content knowledge of the quadratic equation (CPC) before and after the teaching experience. Also carried out analysis of these variables on the basis of personal and academic categorical variables of the participants. To assess the relationship between self-regulation of learning and knowledge in the educational content was performed the correlation analysis between the IPAA (post), CEA (post), CPC (post) and categorical variables - age, average academic performance. In addition to this set of analyzes, the variable delivery activity was evaluated. For a dialogue with the quantitative analysis, the analysis of qualitative data obtained through the Chat and Forums was held and, finally, were determined relative frequencies of responses to the Workshop Evaluation Form and carried out a qualitative analysis of open questions of this evaluation. Through this research we found that the teaching of self-regulatory processes in distance education is a fundamental construct and feasible to form a mathematics educator, it allowed a significant change in declarative knowledge of learning strategies and pedagogical knowledge of the mathematical content of future teacher. In addition to the cognitive changes resulting from the teaching experience we observed other factors that enable the management of behaviors, thoughts and feelings, directed and adapted for achieving personal goals and guided by general standards of conduct, such as the identification of factors that influence learning, the anticipation of the results of actions, trial of satisfaction with their own efforts, positive self-efficacy beliefs, self-reflection, available time management, monitoring one's own performance, perception of the value of learning. The results obtained, it seems pertinent that the competence of learning self-regulation compose the pedagogical architecture of initial training courses for mathematics teachers, in the distance.

xiii, 117 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Students who struggle academically frequently lack or are unable to apply cognitive-motivational processes imperative for self-regulated learning. It is increasingly evident that deficits in self-regulation are a shared characteristic across students who qualify for special education. For example, impaired executive functions, or the cognitive processes responsible for managing and directing goal-directed activity, is a prevalent symptom domain across students with diverse special education identifications. Higher-order cognitive deficits become increasingly relevant as students progress to the secondary level as this transition necessitates the use of more complex organizational schemes to manage increased academic workload. Assignment management is a particularly challenging task for these students as poor organizational skills and lack of strategic approach translate to excessive time spent on assignments, lost materials, and negative attitude toward academic work. There is a growing body of research suggesting interventions targeting self-regulation have potential to improve performance on complex academic tasks such as assignment completion. Broadly speaking, these interventions are referred to as "self-management" strategies and are intended to help students actively reflect on their own cognitive and learning processes while engaged in academic tasks. The purpose of this study was to evaluate the impact of self-management strategy instruction on student "Assignment Attack" and related academic, behavioral, and cognitive variables. This study extended a line of inquiry examining implementation and efficacy of interventions targeting organized, independent student completion of assignments in resource contexts for adolescents who qualify for special education. Utilizing a multiple baseline, across participants research design, this study revealed positive effects of a Self-Regulated Assignment Attack Strategy (SAAS) on assignment attack and teacher-reported student behavior during assignment completion. The results indicated the effect was domain specific with minimal generalized improvement to the other academic, behavioral, or cognitive outcome measures. A discussion of the results is provided focused on the implications of improved assignment attack, generalization, and measurement challenges. Suggestions for further research in this area are provided. / Committee in charge: McKay Sohlberg, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Richard Albin, Member, Special Education and Clinical Sciences; Bonnie Todis, Member, Not from U of 0; Thomas Dishion, Outside Member, Psychology

Les formations à la traduction pragmatique offrent un enseignement professionnalisant dense et multiforme. Or il n’est pas certain que les étudiants intègrent au mieux compétences déclaratives et opérationnelles, faute d’avoir suffisamment conscience de leurs méthodes de travail. Par ailleurs, les recherches sur l’expertise montrent qu’une formation initiale solide et des années d’expérience ne suffisent pas à garantir le développement optimal des compétences professionnelles. Outre un environnement de travail favorable au développement de ces compétences, la solution résiderait dans l’adoption d’une démarche d’apprentissage autorégulé.La présente contribution vise à évaluer la capacité des étudiants à adopter ponctuellement une telle démarche à la suite d’une séquence d’enseignement renforçant leurs compétences métacognitives. Une collecte de données de référence et deux expérimentations ont permis d’estimer l’effet de la régulation sur l’activité traduisante et d’évaluer l’intérêt du dispositif d’enseignement proposé.Il en ressort que les étudiants qui ont eu l’occasion d’analyser leurs propres processus cognitifs et de les comparer à ceux de leurs pairs et à ceux de professionnels présentant un degré élevé de régulation auraient les capacités d’agir consciemment sur leurs habitudes de travail. Ces résultats, qui demandent néanmoins à être vérifiés auprès de cohortes plus larges, indiquent que le dispositif d’enseignement proposé pourrait donner aux étudiants des clés pour intervenir sur leurs habitudes de travail et, plus largement, sur leur environnement de travail. Ce faisant, il s’inscrirait dans la dynamique actuelle qui sensibilise les étudiants en traduction à l’ergonomie cognitive, physique et organisationnelle au poste de travail. / Translator training programmes comprise a wide range of contents and of instructional methods. But it would appear that students do not bridge the gap between declarative and procedural competences to the best of their abilities as a result of their lack of knowledge and understanding of their own working habits. Moreover, expertise research has shown that however robust the initial training, the mere accumulation of experience does not automatically lead to the optimal development of professional competence. The key to expertise would rest both in a suitable working environment and in deliberately self-regulated practice.The present contribution aims at assessing the ability of students to deliberately alter a given aspect of their translation habits after taking part in a workshop designed to strengthen their metacognitive skills. Reference data were collected and analysed to work out the effect of regulation on translating. Our proposed teaching sequence was then tested on two groups of students.It would seem that those students who were able to analyse their own habits and to compare them to those of their fellow students and of professional translators displaying a high level of regulation were able to consciously alter their working habits to a certain extent. Due to the limited number of participants, these results need confirmation through repetition on wider cohorts. But it seems that the proposed teaching sequence could provide students with a tool to proactively improve their working habits or their working environment. As such, it could be part of the wider movement of raising students’ awareness of the importance of cognitive, physical and organisational ergonomics at the workplace that is currently taking place in translator training.

Background The district nurse has a key role in caring and supporting patients with different kinds of health problems. A personcentered approach in the patient education facilitates for the patient to participate in self-care and management of the illness. Aim The aim of the study was to examine patients’ illness perceptions and management of their illness. Method Nine patients who has either hypertention, type 2 diabetes or chronic obstructive pulmonary disease were interviewed. The interviews were analyzed by qualitative content analysis with an inductive and deductive approach. Results The results were presented from Leventhal´s five dimensions in The Common Sense Model of Self-Regulation: identity, time-line, consequence, cause and control. The Participants´ describings were formulated into ten categories: the illness is present, mental image, cognitive coping, illness duration, daily impact, behavioral coping, thoughts about cause, coping strategy, meaning of the treatment and coping - seeking social support. Conclusion This study showed that there are different coping strategies to manage illness: The participants used distancing, accepting responsibility, planful problem solving, positive reappraisal and/or seeking social support

O curso de Ciências Contábeis é o quarto colocado no ranking nacional em relação ao número de matrículas no ensino superior. O rendimento acadêmico dos estudantes do curso em exames externos (Enade e Exame de Suficiência do CFC) tem ficado abaixo do esperado. Tal fato tornou-se foco de pesquisas na área de educação contábil, por apontar deficiências no processo de ensino aprendizagem. Neste sentido, vários estudos na área da psicologia e educação buscam compreender os fatores que afetam o processo de aprendizagem nos discentes, quais estratégias eles utilizam para melhorar sua aprendizagem, e ainda, compreender as formas preferenciais para o processamento das informações, ou seja, de recebimento do conteúdo. Assim, este estudo tem como objetivo geral analisar a relação existente entre os estilos de aprendizagem e as estratégias de aprendizagem utilizadas pelos alunos dos cursos de Ciências Contábeis. O modelo para a identificação dos estilos de aprendizagem foi o ILS de Felder e Soloman (1991). A pesquisa buscou verificar o perfil dos discentes do referido curso; identificar os estilos e estratégias predominantes e ainda, a relação existente entre os estilos e estratégias de aprendizagem adotadas. O embasamento teórico compreendeu três seções, com a finalidade de (a) evidenciar o processo de ensino e aprendizagem na educação superior, (b) discutir a teoria da aprendizagem, com ênfase na aprendizagem autorregulada, bem como apresentar as estratégias de aprendizagem, e ainda (c) demonstrar os estilos de aprendizagem indicados na literatura. Para viabilizar a consecução dos objetivos propostos, realizou-se uma pesquisa do tipo quantitativa, de caráter descritivo, e utilizou-se o método survey. O estudo foi desenvolvido com discentes matriculados na modalidade presencial no curso de Ciências Contábeis na cidade de Uberlândia (MG). A amostra corresponde a 1147 discentes vinculados a 5 IES. O questionário foi aplicado presencialmente nas IES, e o mesmo foi organizado em três etapas: a primeira explorou a caracterização dos respondentes, a segunda apresentou as questões do ILS de Felder e Soloman (1991) com o objetivo de mensurar os estilos de aprendizagem, e por fim, a terceira abordou as questões com o intuito de verificar a utilização das estratégias de aprendizagem baseando-se no instrumento proposto por Boruchovitch et al., (2006). Para a análise dos dados, utilizou-se a estatística descritiva, teste de comparações múltiplas de proporções, teste de Kruskal-Wallis e ainda os Modelos Lineares Generalizados. Os resultados apontam que os estilos de aprendizagem predominantes nos discentes são ativo, sensorial, visual e sequencial; quanto à utilização das estratégias de aprendizagem constatou-se que os discentes planejam suas atividades por meio das estratégias metacognitivas, porém, não operacionalizam uma vez que as notas referentes à ausência de utilização das estratégias de aprendizagem foram superiores a estratégias cognitivas. Observou-se que o comportamento, seja dos estilos, seja das estratégias de aprendizagem, apresentaram diferenças estatisticamente significativas ao serem observados quanto aos fatores demográficos (gênero, faixa etária e experiência profissional). Quanto à relação entre as variáveis em estudo, verificou-se que apenas nas dimensões retenção e compreensão a interação entre ambas revelou-se significativa. Com base nos resultados, sugere-se aos professores que diversifiquem os métodos de ensino aplicados em sala de aula, favorecendo os diversos estilos de aprendizagem presentes, bem como que desenvolvam um programa de ensino voltado para autorregulação da aprendizagem dos discentes, por meio do ensino e auxílio para a utilização das estratégias de aprendizagem. / The Accounting undergraduate course is the fourth in the national ranking in number of enrollments in higher education. The academic performance of students in external examinations (Enade and the sufficiency exam of the National Accounting Council) has been lower than expected. This fact has become the focus of researches in accounting education area, for pointing out shortcomings in the teaching and learning process. In this regard, several studies in psychology and education seek to understand the factors that affect the learning process in students, the strategies they use to improve their learning, and to understand the preferred way to process the information. This study has the general objective to analyze the relationship between learning styles and learning strategies used by students of Accounting courses. The model for the identification of learning styles was the ISL by Felder and Soloman (1991). The research analyzes the profile of the students; identify the predominant styles and strategies, and the relationship between styles and learning strategies adopted by students of that course. The theoretical framework comprised three sections in order to (a) show the process of teaching and learning in higher education, (b) discuss the theory of learning, with an emphasis on self-regulated learning and also present learning strategies, and (c) demonstrate the learning styles shown in the literature. To achieve the objectives, a quantitative and descriptive research was carried out, and it used the survey method. It was developed with students enrolled in face-to-face Accounting courses in Uberlândia (MG). The sample corresponds to 1147 students linked to 5 HEI. The questionnaire was applied in person at each HEI, and it was organized in three stages: the first one explored the characteristics of the respondents, the second presented ILS questions by Felder and Soloman (1991) with the objective of measuring the learning styles, and finally, the third addressed the questions to verify the use of learning strategies relying on the instrument proposed by Boruchovitch et al.. (2006). For data analysis, we used descriptive statistics, multiple comparison test of proportions, Kruskal-Wallis test and the Generalized Linear Models. The results show that the predominant students’ learning styles are active, sensory, visual and sequential; regarding the use of learning strategies it was found that students plan their activities through metacognitive strategies, but they do not implement them since the score related to the lack of use of learning strategies were superior to cognitive strategies. It was observed that the behavior of styles and learning strategies show statistically significant differences when related to demographic factors (gender, age and professional experience). Concerning the relationship between the variables under study, it was found that only in the dimensions ‘retention’ and ‘understanding’ the interaction between both proved to be significant. Based on the results, it suggested teachers to diversify the teaching methods used in classes in order to benefit many learning styles as well as develop an educational program directed to students’ self-regulation of learning through teaching and assistance for the use of learning strategies. / Dissertação (Mestrado)