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    • "metacognitivas pelos estudantes e 19 itens que dizem respeito à gestão que o estudante faz dos diferentes recursos (tabela 1). As 15 escalas do MSLQ podem ser utilizadas em conjunto ou isoladamente e a duração de aplicação do instrumento varia entre 15-25 minutos (Pintrich et al., 1991; Melo et al., 2006; Cheang, 2009; Valle et al., 2009; Santos & Pinheiro, 2010;).Os estudantes avaliam-se numa escala de Likert de 7 pontos de " Totalmente falso para mim " a " Completamente verdadeiro para mim " . "
    XII Congresso Internacional Galego-Português de Psicopedagogia; 09/2013
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    • "Metacognition refers to the awareness, knowledge and control of cognition (Pintrich et al., 1991). It contains three essential skills, namely planning, monitoring and evaluating. "
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    ABSTRACT: This paper aimed at examining the learning strategies constructs and to investigate the relationship between learning strategies and motivation in Arabic courses. The study uses a questionnaire as the information-gathering instrument, and the participants comprised students from two public universities in Peninsular Malaysia who are studying Arabic language. A total of 139 students were selected for this study. The questionnaire's construct validity was tested using confirmatory factor analysis. Confirmatory factor analysis indicated that a model including factors representing the dimensions metacognitive self-regulation, organization and peer learning was the best fit. Significant correlations between motivation and learning strategies subscales (metacognitive self-regulation and organization) provided preliminary evidence of predictive validity of the measure. Metacognitive self-regulation strategy has positive correlation with organization and peer learning strategy. The organization strategy was also positively correlated to peer learning strategy. The metacognitive self-regulation and organization have significant effect on motivation. Contrary to our expectation, peer learning has no significant effect on motivation.
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    • "strategic regulation of learning). This SRL instrument was developed on the basis of the aforementioned motivated strategies for learning questionnaire (Pintrich et al. 1993; Duncan & McKeachie 2005). Each subscale has six items. "
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    ABSTRACT: Cognizant of the research gap in the theorization of mobile learning, this paper conceptually explores how the theories and methodology of self-regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to address the issues originating from the defining characteristics of mobile learning: enabling student-centred, personal, and ubiquitous learning. These characteristics provide some of the conditions for learners to learn anywhere and anytime, and thus, entail learners to be motivated and to be able to self-regulate their own learning. We propose an analytic SRL model of mobile learning as a conceptual framework for understanding mobile learning, in which the notion of self-regulation as agency is at the core. The rationale behind this model is built on our recognition of the challenges in the current conceptualization of the mechanisms and processes of mobile learning, and the inherent relationship between mobile learning and SRL. We draw on work in a 3-year research project in developing and implementing a mobile learning environment in elementary science classes in Singapore to illustrate the application of SRL theories and methodology to understand and analyse mobile learning. © 2012 Wiley Periodicals, Inc.
    Journal of Computer Assisted Learning 08/2012; 28(4):366-378. DOI:10.1111/j.1365-2729.2011.00461.x · 1.63 Impact Factor
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