<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062018000300548</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol28.n59.p548-565</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ANÁLISE FATORIAL EXPLORATÓRIA DE UMA ESCALA DE ESTRATÉGIAS DE APRENDIZAGEM]]></article-title>
<article-title xml:lang="en"><![CDATA[EXPLORATORY FACTORIAL ANALYSIS OF A SCALE OF LEARNING STRATEGIES]]></article-title>
<article-title xml:lang="es"><![CDATA[ANÁLISIS FACTORIAL EXPLORATORIO DE UNA ESCALA DE ESTRATEGIAS DE APRENDIZAJE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Antonio Figueiredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caliatto]]></surname>
<given-names><![CDATA[Susana Gakyia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário do Sul de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Sapucaí  ]]></institution>
<addr-line><![CDATA[ Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>28</volume>
<numero>59</numero>
<fpage>548</fpage>
<lpage>565</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062018000300548&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062018000300548&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062018000300548&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As estratégias de aprendizagem são técnicas, métodos, procedimentos ou sequências de ações escolhidas pelo estudante, de forma consciente, para a realização de uma determinada tarefa e para atingir objetivos de aprendizagem. O estudo das estratégias é fundamental para a educação, visto que elas funcionam como ferramenta do aprendiz. Esta pesquisa tem como objetivo descrever os passos relativos à construção da Escala de Estratégias de Aprendizagem para Estudantes Jovens e Adultos (EEA-JA), apresentar dados preliminares de suas propriedades psicométricas e buscar evidências de validade de construto. Participaram 800 estudantes de uma universidade particular do Sul de Minas Gerais, matriculados em nove cursos. A maioria dos participantes é do sexo feminino (N=453) e a idade média de 22 anos. Da análise fatorial exploratória dos 40 itens da escala, emergiram dois fatores coerentes com a descrição das estratégias de aprendizagem cognitivas e metacognitivas descritas pelas teorias Cognitiva e do Processamento Humano da Informação, com consistência interna medida pelo alfa de Cronbach, (0,85). Esses resultados iniciais revelam propriedades psicométricas promissoras da escala para uso no contexto educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Learning strategies are techniques, methods, procedures, or sequences of actions chosen by the student, consciously to accomplish a given task and to achieve learning objectives. The study of strategies is fundamental to education because they work as a tool for the learner. This study aims to describe the construction of a Learning Strategies Scale for Young and Adult Students (EEA-JA), to present preliminary data on their psychometric properties and construct validity. Participated 800 students from a private university in the south of Minas Gerais, enrolled in nine courses. The majority of the female participants (N = 453) and the average age of 22 years The exploratory factorial analysis of the 40 items of the scale showed two factors consistent with the description of the cognitive and metacognitive learning strategies described by the Cognitive and Human Information Processing theories, with internal consistency measured by Cronbach's alpha (0.85). These initial results reveal promising psychometric properties of the scale for use in the educational context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las estrategias de aprendizaje son técnicas, métodos, procedimientos o secuencias de acciones elegidas por el estudiante, de forma consciente para la realización de una determinada tarea y para alcanzar objetivos de aprendizaje. El estudio de las estrategias es fundamental para la educación, ya que ellas funcionan como herramienta del aprendiz. Esta investigación tiene como objetivo describir los pasos relativos a la construcción de una Escala de Estrategias de Aprendizaje para Estudiantes Jóvenes y Adultos (EEA-JA), presentar datos preliminares de sus propiedades psicométricas y evidencias de validez de construto. Participaron 800 estudiantes de una universidad privada del Sur de Minas Gerais- Brasil, matriculados en nueve cursos. La mayoría de los participantes era del sexo femenino (N = 453) y la edad media de 22 años. En el análisis factorial exploratorio de los 40 ítems de la escala, surgieron dos factores coherentes con la descripción de las estrategias de aprendizaje cognitivas y metacognitivas descritas por las teorías Cognitiva y del Procesamiento Humano de la Información, con consistencia interna medida por el alfa de Cronbach (0,85). Estos resultados iniciales revelan propiedades psicométricas prometedoras de la escala para su uso en el contexto educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estratégias de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Escala]]></kwd>
<kwd lng="pt"><![CDATA[Validação.]]></kwd>
<kwd lng="en"><![CDATA[Learning Strategies]]></kwd>
<kwd lng="en"><![CDATA[Scale]]></kwd>
<kwd lng="en"><![CDATA[Validation.]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Escala]]></kwd>
<kwd lng="es"><![CDATA[Validez.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<page-range>177-87</page-range><publisher-loc><![CDATA[Bragança Paulista ]]></publisher-loc>
<publisher-name><![CDATA[Psico - USF]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
