Resumo

BORUCHOVITCH, Evely; GOES, Natália Moraes; ACEE, Taylor W.  e  FELICORI, Carolina Moreira. BRAZILIAN STUDENTS’ LEARNING AND STUDY STRATEGIES IN TEACHER EDUCATION PROGRAMS. Educ. Teoria Prática [online]. 2020, vol.30, n.63, e35. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v30.n.63.s14683.

This investigation is part of a larger ongoing research carried out in interinstitutional exchange with several universities in Brazil, one in the United States, and one in Portugal. Its main objectives are to identify the study and learning strategies of Brazilian university students from a public educational institution in the state of São Paulo and to analyze them in relation to students’ sociodemographic and academic life variables. The study included 163 university students enrolled in teacher education programs. Data were collected with the Learning and Study Strategies Inventory (LASSI – 3rd edition) – translated and adapted for use in Brazil – and a sociodemographic questionnaire. Descriptive and inferential statistical procedures were employed for data analysis. Students responded to the survey on the Platform Autorregular developed for the research. Overall, students reported using a range of learning and study strategies, with LASSI scale means near the mid-point of the five-point response scale. Significant relationships were found between LASSI scales and sociodemographic and academic life variables. We hope that data gathered in the present study can contribute to increase knowledge about factors that promote self-regulated learning and empower students towards college success in Brazil.

Palavras-chave : Self-regulation of Learning; University Students; Learning Strategies; Teacher Education.

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