SELF-REGULATED LEARNING AND QUALITY OF LIFE AMONG STUDENTS OF TEACHER EDUCATION AND OTHER UNIVERSITY COURSES
A SYSTEMATIC REVIEW
Abstract
Self-regulated learning (SRL) is a multifactorial construct important for academic success. Teachers play a fundamental role in promoting SRL among students, but they face challenges related to their education and quality of life (QoL). QoL refers to an individual's perception of life aspects and encompasses factors like physical and psychological health, independence, social relationships, and environment. Few studies link SRL and QoL variables in teacher training. Therefore, this article aimed to systematically review research investigating SRL and QoL variables in undergraduate or higher education students, published between 2018 and 2022. After searching nine databases and applying selection criteria, 10 articles were selected. Results were presented following PRISMA guidelines. Parte superior do formulárioThe review revealed several methodological approaches in the articles, highlighting the importance of self-efficacy, social support, well-being, motivation, and self-regulatory strategies in the positive academic experience of university students. There was only one study found with Brazilian students, in the scope of this review. We conclude that there is a need for more research about the theme, especially with students in teacher education programs.
Downloads
References
Arcoverde, A. R. dos R., & Boruchovitch, E. (2022). Autorregulação da Aprendizagem nos cursos de Formação de professores: por que ensinar estratégias de aprendizagem aos futuros docentes? – Teresina, PI: IFPI.
Arcoverde, A. R. dos R., Boruchovitch, E., Acee, T. W., & Góes, N. M. (2020). Self-Regulated Learning of Brazilian Students in a Teacher Education Program in Piaui: The impact of a self-regulation intervention. Frontiers. Vol. 5, p. 571150.
Bandura, A. (1986). Models of human nature and causality. In: A. Bandura. Social foundations of thought and action (pp. 1-38). New Jersey: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Boruchovitch, E. (2008). A motivação para aprender de estudantes em curso de formação de professores. Educação, 31(1), 30-38.
Boruchovitch, E. (2014). Autorregulação da aprendizagem: contribuições da Psicologia Educacional para a formação de professores. Psicologia Escolar e Educacional, 18, 401-410.
Bzuneck, J. A. (2009). A motivação do aluno: aspectos introdutórios. In E. Boruchovitch & J. A. Bzuneck (Orgs.), A Motivação do Aluno: Contribuições da Psicologia contemporânea (pp. 9-36). Petrópolis, RJ: Editora Vozes.
Cardoso, L. R., & Bzuneck, J. A. (2004). Motivação no ensino superior: metas de realização e estratégias de aprendizagem. Psicologia Escolar e Educacional, 8(2), 145-155.
Catunda, M. A. P., & Ruiz, V. M. (2008). Qualidade de vida de universitários. Pensamento Plural: Revista Científica da UNIFAE, 2(1).
Cerchiare, E. A. N. (2004). Saúde Mental e Qualidade de Vida em Estudantes Universitários (Tese de doutorado). Universidade Estadual de Campinas, São Paulo.
Davis, S. K., & Hadwin, A. F. (2021). Exploring Differences in Psychological Well-Being and Self-Regulated Learning in University Student Success. Frontline Learning Research, 9(1), 30-43.
Dembo, M. H. (2001). Learning to teach is not enough – future teachers also need to learn to learn. Teacher Education Quarterly, 28(4), 23-35.
Fleck, M. P. A. (2008). A avaliação de qualidade de vida: guia para profissionais da saúde. In A avaliação de qualidade de vida: guia para profissionais da saúde (Monografia). CidSaúde – Cidades saudáveis. 228 p.
Huéscar Hernández, E., Moreno-Murcia, J. A., Cid, L., Monteiro, D., & Rodrigues, F. (2021). Examining the dark side of motivation on life satisfaction in college students: does grit matter? Behavioral Psychology/Psicologia Conductual, 29(1), 111-125.
Kaiser, V., Reppold, C. T., Hutz, C. S., & Almeida, L. S. (2020). Contribuições da psicologia positiva na aprendizagem autorregulada: um estudo com estudantes universitários brasileiros. Frente. Psicol., 10, 2980. doi: 10.3389/fpsyg.2019.02980.
Kassis, W., Graf, U., Keller, R., Ding, K., & Rohlfs, C. (2019). The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education. European Journal of Teacher Education, 42(3), 391-409.
Kim, Y., Yu, S. L., Wolters, C. A., & Anderman, E. M. (2021). Academic, social, and well-being goals in the classroom: The dynamic interplay between multiple goals and self-regulatory processes. Contemporary Educational Psychology, 67, 102018. doi: 10.1016/j.cedpsych.2021.102018.
Kurt, G., Demir, B., & Atay, D. (2021). An exploratory study on Turkish EFL pre-service teachers’ subjective wellbeing. Zbornik Instituta za Pedagoska Istrazivanja, 53(1).
Lopes, F. M., Lessa, R. T., Carvalho, R. A., Reichert, R. A., Andrade, A. L. M., & De Micheli, D. (2022). Transtornos mentais comuns em estudantes universitários: uma revisão sistemática da literatura. Revista Psicologia em Pesquisa, 16(1), 1-23.
McCombs, B. L. (2017). Historical review of learning strategies research: strategies for the whole learner - A tribute to Claire Ellen Weinstein and early researchers of this topic. Frontiers in Education. doi: 10.3389/feduc.2017.00006.
Ngui, G. K., & Lay, Y. F. (2019). The predicting roles of self-efficacy and emotional intelligence and the mediating role of resilience on subjective well-being: A PLS-SEM approach. Pertanika Journal of Social Sciences & Humanities, 27.
Ngui, G. K., & Lay, Y. F. (2020). The Effect of Emotional Intelligence, Self-Efficacy, Subjective Well-Being and Resilience on Student Teachers' Perceived Practicum Stress: A Malaysian Case Study. European Journal of Educational Research, 9(1), 277-291.
Organização Mundial da Saúde (1995). The World Health Organization Quality of Life Assessment (WHOQOL): position paper from the World Health Organization. Social science and medicine. v.41, n.10, p.403-409.
Pádua, V. L. M., Moraes, L. S., & Souza, G. K. A. (2021). Desafios para o ensino superior diante de um caso de periferia social institucional. In H. Vargas, C. Zuccarelli, & F. Waltenberg (Orgs.), Educação superior e os desafios da permanência estudantil em tempos de crise política e econômica (pp. 49-69). Curitiba: CRV.
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. bmj, 372.
Reppold, C. T., Serafini, A. J., & Menda, S. C. (2014). Psicologia Positiva e Avaliação da Qualidade de vida. In: Hutz, C. S. (Org.), Avaliação em psicologia positiva (pp. xx-xx). Porto Alegre: Artmed.
Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance. In: Schunk, D. H. & Greene, J. A. (Eds.), Handbook of self-regulation of learning and performance (pp. 1-15). London: Routledge/Taylor & Francis Group.
Seli, H., & Dembo, M. H. (2020). Motivation and learning strategies for college success: a focus on self-regulated learning. London: Routledge.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive Psychology: an introduction. American Psychological Association. Vol. 55(1), 5-14. doi: 10.1037//0003-066X.55.1.5.
Semesp. (2022). Risco de Apagão de Professores no Brasil. São Paulo: Semesp.
Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology. Vol 49(1), doi: 10.1027/1864-9335/a000325.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: a social cognitive carrier path. Educational Psychologist, 48, 135–147.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. London: Routledge/Taylor & Francis Group.
Copyright (c) 2024 Imagens da Educação
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
DECLARATION OF ORIGINALITY AND CESSATION OF COPYRIGHT
I Declare that current article is original and has not been submitted for publication, in part or in whole, to any other national or international journal. I also declare that once published in the Imagens da Educação, a publication of the IES (UEM, UEL, UFSM, Univali, Unioeste and UEPG), it will not be submitted by me or by any co-author to any other journal. In my name and in the name of co-authors, I shall cede the copyright of the above mentioned article to the Universidade Estadual de Maringá and I declare that I know that the non-observance of this norm may make me liable for the penalties contemplated in the Law for the Protection of Authors' Rights (Act 9609 of the 19th February 1998).
1.png)
