Self-regulation of learning: research with intervention in the initial grades of elementary school

Abstract

TORTELLA, Jussara Cristina Barboza  and  CUNHA, Neide de Brito. Self-regulation of learning: research with intervention in the initial grades of elementary school. Educ. Teoria Prática [online]. 2025, vol.35, n.70, e65. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v35.n.70.s18754.

This is a bibliographical research that aims to mapping the results of intervention studies using the textbook “As Travessuras do Amarelo” and based on the Social Cognitive Theory. The survey was carried out in the Portal de Periódicos da Capes, Banco Digital de Teses e Dissertações (BDTD) and Google Acadêmico, focusing on the initial grades of elementary school. From the reading of the selected materials, we sought to identify and demonstrate patterns among the results, following phases pointed out by Braun and Clark (2006) in the thematic analysis process. Seven dissertations and theses and seven articles that effectively used the material as a resource for intervention were found, in which the target audience was mostly 5th grade students. Through the description of the works, it was possible to verify the contributions that this book provided to the promotion of self-regulation of learning in different contexts as teaching toll. The interventions allowed, through reflection on excerpts from the narrative, for students to construct their own interpretations and use the strategies learned in different classroom situations and in life.

Keywords : Self-regulation of learning; Elementary education; Learning strategies.

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