Autorregulação da aprendizagem e traços de personalidade em estudantes universitários
DOI:
https://doi.org/10.35622/j.rie.2022.03.005Palavras-chave:
aprendizagem, autorregulação, personalidadeResumo
A presente investigação analisa a relação entre a autorregulação da aprendizagem e as características de personalidade de estudantes universitários pertencentes à Corporação Universitária Minuto de Dios - UNIMINUTO de Bogotá - Colômbia. A amostra foi composta por 75 homens e mulheres entre 18 e 45 anos de idade. A partir da aplicação dos instrumentos: o perfil e inventário de personalidade de Gordon (ascendência, responsabilidade, estabilidade emocional, sociabilidade, cautela, originalidade, comprometimento, vitalidade e autoestima) e o questionário de autorrelato - autorregulação da aprendizagem, a análise correlacional foi realizado usando o Rho de Spearman (nível de significância p<0,05). Os resultados sugerem que os alunos que conhecem e aplicam técnicas de autorregulação da aprendizagem tendem a ser dominantes (ascendência), independentes para que se responsabilizem por seus objetivos pessoais (responsabilidade), emocionalmente estáveis e sociáveis. Por outro lado, alunos cautelosos, originais e orientados para a compreensão do outro tendem a dar pouca importância ou empregar menos o uso de estratégias de aprendizagem autorreguladas.
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Copyright (c) 2022 Danna Cepeda, Jenny Mahecha
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