<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782020000400100</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n55.8210</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ANÁLISE DA PRODUÇÃO CIENTÍFICA SOBRE A AUTORREGULAÇÃO DA APRENDIZAGEM ACADÊMICA NO CONTEXTO EDUCATIVO]]></article-title>
<article-title xml:lang="en"><![CDATA[ANALYSIS OF THE SCIENTIFIC PRODUCTION OF ACADEMIC SELF-REGULATION LEARNING IN THE EDUCATIONAL CONTEXT]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fluminhan]]></surname>
<given-names><![CDATA[Carmem Silvia Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murgo]]></surname>
<given-names><![CDATA[Camélia Santina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Oeste Paulista  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<numero>55</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782020000400100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782020000400100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782020000400100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo desta pesquisa é de apresentar e discutir como a autorregulação da aprendizagem tem sido investigada no âmbito educacional a partir do levantamento de publicações científicas produzidas até junho de 2016 e disponíveis em bases de dados online. A análise das 20 publicações obtidas permitiu identificar que a autorregulação da aprendizagem tem sido estudada predominantemente à luz da Teoria Social Cognitiva. Os estudos empíricos, de abordagem qualitativa, em nível de ensino superior, com objetivo avaliativo, e no formato de artigo foram prevalentes. Além disso, os estudos relatados convergem para o entendimento de que os alunos autorregulados demonstram ter mais do que estratégias cognitivas, são alunos com habilidades motivacionais. Considerando os resultados obtidos, sugere-se que a autorregulação da aprendizagem seja um tema de estudo contínuo, apoiado pelas instituições de ensino e por professores, com vistas a desenvolver e fortalecer as três dimensões autorregutórias nos alunos: metacognitiva, motivacional e comportamental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research is to present and discuss how self-regulated learning has been investigated in the educational context through the examination of scientific publications produced up to June 2016 and available on online databases. The analysis of the 20 publications obtained for this investigation allowed to identify that self-regulated academic learning has been predominantly studied through the Cognitive Social Theory theoretical approach. The empirical studies, of qualitative approach, at higher education level, with evaluative objective, and in article format were prevalent. Moreover, the reported studies converged to the understanding that self-regulated learners demonstrate to have more than cognitive strategies, they indicate to bear motivational skills. Considering the results obtained, it is suggested that self-regulated academic learning be a topic of continuous study, supported by educational institutions and by teachers, aiming to develop and strengthen the three self-regulatory dimensions in students: metacognitive, motivational and behavioral.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autorregulação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Publicação científica]]></kwd>
<kwd lng="pt"><![CDATA[Teoria social cognitiva.]]></kwd>
<kwd lng="en"><![CDATA[Academic self-regulation]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Scientific publication]]></kwd>
<kwd lng="en"><![CDATA[Social cognitive theory]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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