Abstract

SANTOS, Deivid Alex dos  and  ALLIPRANDINI, Paula Mariza Zedu. Social self-regulation strategies: reports of use in an intervention with high school teachers. Educ. Form. [online]. 2024, vol.9, e13998.  Epub Dec 16, 2024. ISSN 2448-3583.  https://doi.org/10.25053/redufor.v9.e13998.

This article aims to analyze the effects of an online intervention on the report of the use of social self-regulation strategies by high school teachers in a continuing education course. The research was conducted through a quasi-experimental design with 14 teachers, using a mixed approach to analyze data collected before and after the intervention. To this end, a structured questionnaire containing 15 questions prepared for this research was used. The intervention, based on curricular overlap, addressed social, cognitive and metacognitive self-regulation strategies. The results did not demonstrate statistically significant differences for the social self-regulation strategies used, however, they showed the increased use of digital technologies, such as WhatsApp, for social support. In general, the intervention proved to be effective in promoting behavioral adjustments and strengthening communication among teachers, highlighting the importance of social self-regulation strategies in the educational environment.

Keywords : social self-regulation; High School; learning strategies; intervention; teachers..

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