Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance

Autores

DOI:

https://doi.org/10.15448/1980-6108.2020.1.36232

Palavras-chave:

Education, Learning, Metacognition, Formative feedback

Resumo

There is increasing interest in the importance of Self-Regulated Learning for the improvement of academic and clinical performance. Self-Regulated Learning is a dynamic and cyclical metacognitive process that coordinates an individual’s skill (techniques) and will (motivation) to achieve a clearly defined task. There are differences in key Self-Regulated Learning processes between high and low performers, especially goal setting and self-monitoring. Formative feedback on the use of key Self-Regulated Learning processes, which can be identified using microanalysis before, during and after an individual performs a specific task, can lead to improved performance. There is increasing awareness of the importance of both the social and educational environment on the use of Self-Regulated Learning, including the essential influence of the teacher.

***  Aprendizagem auto-regulada: o fator essencial para entender e melhorar o desempenho acadêmico e clínico ***

Resumo: O interesse sobre a importância da aprendizagem autorregulada para o desempenho acadêmico e clínico vem aumentando. A aprendizagem autorregulada é um processo cognitivo dinâmico e cíclico que integra a habilidade e motivação do aluno para realizar uma tarefa definida. Existem diferenças importantes para o processo da aprendizagem autorregulada para alunos de baixo e alto desempenho, especialmente em relação ao estabelecimento de metas e ao automonitoramento. Feedback formativo nos processos chaves da aprendizagem autorregulada pode ser identificada utilizando a microanálise, antes, durante e depois da realização uma tarefa especifica pode melhorar o desempenho. Ainda, existe um aumento na percepção da importância da aprendizagem autorregulada tanto no ambiente social quanto educacional, incluindo a importância do professor.

Palavras-chave: Educação; aprendizagem, metacognição; feedback formativo

 

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Biografia do Autor

John Sandars, Medical Education, Institution: Edge Hill University, Edge Hill University Medical School. Ormskirk, Lancashire.

Medical School, Faculty of Health, Social Care and
Medicine, Edge Hill University. St Helens Road, Ormskirk,
L39 4QP, United Kingdom

Referências

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Publicado

2020-03-25

Como Citar

Sandars, J. (2020). Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance. Scientia Medica, 30(1), e36232. https://doi.org/10.15448/1980-6108.2020.1.36232

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Seção

Educação em Ciências da Saúde

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