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

John Sandars

doi:10.15448/1980-6108.2020.1.36232

Autores

John Sandars Medical Education, Institution: Edge Hill University, Edge Hill University Medical School. Ormskirk, Lancashire. http://orcid.org/0000-0003-3930-387X

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

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