Self-regulated Learning In Students Of Pedagogy

Self-regulated learning is the process by which students plan, monitor and regulate their own learning. The aim of this study was to investigate relationships between motivation to learn, implicit theories of intelligence and self-handicapping strategies, and to examine the association of these variables in the prediction of the use of learning strategies in students of Pedagogy. The sample consisted of 107 Pedagogy students of two private universities of a city of São Paulo state. Data were collected using four Likerttype scales. Multivariate linear regression analyses revealed that participants with higher scores in the Learning Strategies Scale also presented significantly higher scores in intrinsic motivation and fewer reports of use of self-handicapping strategies. Higher scores in metacognitive strategies were significantly associated with both intrinsic an extrinsic motivation and with fewer reports of use of selfhandicapping strategies. Results are discussed in terms of the contribution of Psychology to teacher education.2459323330Azevedo, A.S., Dias, P.C., Salgado, A., Guimarães, T., Lima, I., Barbosa, A., Teacher-student relationship and self-regulated learning in Portuguese compulsory education (2012) Paidéia (Ribeirão Preto), 22 (52), pp. 197-206Berger, J.-L., Karabenick, S.A., Motivation and students' use of learning strategies: Evidence of unidirectional effects in mathematics classrooms (2011) Learning and Instruction, 21 (3), pp. 416-428Blackwell, L.S., Trzesniewski, K.H., Dweck, C.S., Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention (2007) Child Development, 78 (1), pp. 246-263Bortoletto, D., Boruchovitch, E., Learning strategies and emotional regulation of pedagogy students (2013) Paidéia (Ribeirão Preto), 23 (55), pp. 235-242Boruchovitch, E., Conhecendo as crenças sobre inteligência, esforço e sorte de alunos brasileiros em tarefas escolares (2001) Psicologia: Refexão e Crítica, 14 (3), pp. 461-467Boruchovitch, E., Aprender a aprender: Propostas de intervenção em estratégias de aprendizagem (2007) Educação Temática Digital, 8 (2), pp. 156-167Boruchovitch, E., A motivação para aprender de estudantes em cursos de formação de professores (2008) Educação, 31 (1), pp. 30-38Boruchovitch, E., Escala de motivação para aprender de universitários (EMA-U): Propriedades psicométricas (2008) Avaliação Psicológica, 7 (2), pp. 127-134Boruchovitch, E., Ganda, D.R., (2009) Escala de Estratégias Autoprejudiciais, , Unpublished manuscript, Faculdade de Educação, Universidade Estadual de Campinas, São Paulo, BrazilBoruchovitch, E., Neves, E.R.C., (2005) Escala de Avaliação da Motivação Para Aprender de Estudantes Universitários, , Unpublished manuscript, Faculdade de Educação, Universidade Estadual de Campinas, São Paulo, BrazilBrophy, J.E., (2010) Motivating Students to Learn (3rd Ed.), , New York, NY: RoutledgeBzuneck, J.A., A motivação dos alunos em cursos superiores (2005) Questões Do Cotidiano Universitário, pp. 217-238. , M. C. R. A. Joly, A. A. A. Santos, & F. F. Sisto (Orgs.) São Paulo, SP: Casa do PsicólogoClayton, K., Blumberg, F., Auld, D.P., The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component (2010) British Journal of Educational Technology, 41 (3), pp. 349-364Cunha, N.B., Boruchovitch, E., As estratégias de aprendizagem e a motivação para aprender na formação de professores (2012) Interamerican Journal of Psychology, 46 (2), pp. 247-253Dancey, C.P., Reidy, J., (2006) Estatística Sem Matemática Para Psicólogos: Usando SPSS Para Windows, pp. 178-218. , L. Viali, Trans., 3rd ed. Porto Alegre, RS: Artmed/BookmanDeci, E.L., Ryan, R.M., Self-determination theory: A macrotheory of human motivation, development, and health (2008) Canadian Psychology, 49 (3), pp. 182-185Deci, E.L., Ryan, R.M., Motivation, personality, and development within embedded social contexts: An overview of self-determination theory (2012) The Oxford Handbook of Human Motivation, pp. 85-107. , R. M. Ryan (Ed.) New York, NY: Oxford University PressDembo, M.H., (1994) Applying Educational Psychology, , New York, NY: LongmanDonaciano, B., Almeida, L.S., (2011) Estratégias de Estudo: Auscultando Os Estudantes Universitários de Moçambique Sobre As Suas Aprendizagens, , http://repositorium.sdum.uminho.pt/handle/1822/15863Dweck, C.S., (1999) Self-theories: Their Role in Motivation, Personality, and Development, , Philadelphia, PA: Psychology PressDweck, C.S., (2006) Mindset: The New Psychology of Success, , New York, NY: Random HouseGadbois, S.A., Sturgeon, R.D., Academic self-handicapping: Relationships with learning specifc and general self-perceptions and academic performance over time (2011) British Journal of Educational Psychology, 81, pp. 207-222Ganda, D.R., Boruchovitch, E., Self-handicapping strategies for learning of preservice teachers Estudos de Psicologia (Campinas), , no preloJones, E.E., Berglas, S., Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement (1978) Personality and Social Psychology Bulletin, 4 (2), pp. 200-206Karabenick, S.A., Dembo, M.H., Understanding and facilitating self-regulated help seeking (2011) New Directions for Teaching and Learning, 126, pp. 33-43King, R.B., How you think about your intelligence infuences how adjusted you are: Implicit theories and adjustment outcomes (2012) Personality and Individual Differences, 53 (5), pp. 705-709McCrea, S.M., Flamm, A., Dysfunctional anticipatory thoughts and the self-handicapping strategy (2012) European Journal of Social Psychology, 42 (1), pp. 72-81McCrea, S.M., Myers, A.L., Hirt, E.R., Self-handicapping as an anticipatory self-protection strategy (2009) Social Psychology: New Research, pp. 31-53. , E. P. Lamont (Ed.) Hauppauge, NY: Nova ScienceNisbet, J., Shucksmith, J., (1987) Estrategias de Aprendizaje, , Madrid, España: SantillanaPattal, E.A., Awad, G.H., Cestone, C.M., Academic potential beliefs and feelings: Conceptual development and relations with academics outcomes (2014) Self and Identity, 13 (1), pp. 58-80Pintrich, P.R., The role of goal orientation in self-regulated learning (2000) Handbook of Self-regulation, pp. 451-502. , M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.) San Diego, CA: Elsevier Academic PressRattan, A., Savani, K., Naidu, N.V.R., Dweck, C.S., Can everyone become highly intelligent? Cultural differences in and societal consequences of beliefs about the universal potential for intelligence (2012) Journal of Personality and Social Psychology, 103 (5), pp. 787-803Reeve, J., Ryan, R.M., Deci, E.L., Jang, H., Understanding and promoting autonomous self-regulation: A self-determination theory perspective (2007) Motivation and Self-regulated Learning: Theory, Research, and Applications, pp. 223-244. , D. H. Schunk & B. J. Zimmerman (Eds.) Mahwah, NJ: Lawrence ErlbaumRhodewalt, F., Self-handicapping: On the self-perpetuating nature of defensive behavior (2008) Social and Personality Psychology Compass, 2 (3), pp. 1255-1268Ryan, R.M., Deci, E.L., Promoting self-determined school engagement (2009) Handbook of Motivation at School, pp. 171-195. , K. R. Wentzel & A. Wigfeld (Eds.) New York, NY: RoutledgeSantos, A.A.A., Boruchovitch, E., (2008) Escala de Avaliação de Estratégias de Aprendizagem, , Itatiba, SP: Universidade São Francisco. Manuscrito não publicadoSchunk, D.H., Zimmerman, B.J., (2012) Motivation and Self-regulated Learning: Theory, Research, and Applications, , New York, NY: RoutledgeVan Nuland, H.J.C., Taris, T.W., Boekaerts, M., Martens, R.L., Testing the hierarchical SDT model: The case of performance-oriented classrooms (2012) European Journal of Psychology of Education, 27 (4), pp. 467-482Weinstein, C.E., Acee, T.W., Jung, J., Self regulation and learning strategies (2011) New Directions for Teaching and Learning, 126, pp. 45-53Yeager, D.S., Miu, A.S., Powers, J., Dweck, C.S., Implicit theories of personality and attributions of hostile intent: A meta-analysis, an experiment, and a longitudinal intervention (2013) Child Development, 84 (5), pp. 1651-1667Zimmerman, B.J., A social cognitive view of self-regulated academic learning (1989) Journal of Educational Psychology, 81 (3), pp. 329-339Zimmerman, B.J., Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects (2008) American Educational Research Journal, 45 (1), pp. 166-18

Search for a W' boson decaying to a bottom quark and a top quark in pp collisions at sqrt(s) = 7 TeV

Results are presented from a search for a W' boson using a dataset corresponding to 5.0 inverse femtobarns of integrated luminosity collected during 2011 by the CMS experiment at the LHC in pp collisions at sqrt(s)=7 TeV. The W' boson is modeled as a heavy W boson, but different scenarios for the couplings to fermions are considered, involving both left-handed and right-handed chiral projections of the fermions, as well as an arbitrary mixture of the two. The search is performed in the decay channel W' to t b, leading to a final state signature with a single lepton (e, mu), missing transverse energy, and jets, at least one of which is tagged as a b-jet. A W' boson that couples to fermions with the same coupling constant as the W, but to the right-handed rather than left-handed chiral projections, is excluded for masses below 1.85 TeV at the 95% confidence level. For the first time using LHC data, constraints on the W' gauge coupling for a set of left- and right-handed coupling combinations have been placed. These results represent a significant improvement over previously published limits.Comment: Submitted to Physics Letters B. Replaced with version publishe

Search for new physics in events with opposite-sign leptons, jets, and missing transverse energy in pp collisions at sqrt(s) = 7 TeV

A search is presented for physics beyond the standard model (BSM) in final states with a pair of opposite-sign isolated leptons accompanied by jets and missing transverse energy. The search uses LHC data recorded at a center-of-mass energy sqrt(s) = 7 TeV with the CMS detector, corresponding to an integrated luminosity of approximately 5 inverse femtobarns. Two complementary search strategies are employed. The first probes models with a specific dilepton production mechanism that leads to a characteristic kinematic edge in the dilepton mass distribution. The second strategy probes models of dilepton production with heavy, colored objects that decay to final states including invisible particles, leading to very large hadronic activity and missing transverse energy. No evidence for an event yield in excess of the standard model expectations is found. Upper limits on the BSM contributions to the signal regions are deduced from the results, which are used to exclude a region of the parameter space of the constrained minimal supersymmetric extension of the standard model. Additional information related to detector efficiencies and response is provided to allow testing specific models of BSM physics not considered in this paper.Comment: Replaced with published version. Added journal reference and DO

Search for black holes and other new phenomena in high-multiplicity final states in proton-proton collisions at root s=13 TeV

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Search for leptophobic Z ' bosons decaying into four-lepton final states in proton-proton collisions at root s=8 TeV

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Measurement of the mass difference between top quark and antiquark in pp collisions at root s=8 TeV

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Measurements of differential production cross sections for a Z boson in association with jets in pp collisions at root s=8 TeV

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Search for high-mass diphoton resonances in proton-proton collisions at 13 TeV and combination with 8 TeV search

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Search for heavy resonances decaying into a vector boson and a Higgs boson in final states with charged leptons, neutrinos, and b quarks

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