Uma análise correlacional da capacidade de autorregulação e o desempenho de estudantes da educação online

Abstract

In the present work, we approach the topic of self-regulation of learning in higher education in the distance modality. This work aims to evaluate the selfregulation capacity of students in distance learning courses, to identify the socioeconomic and cultural impacts on the self- regulation capacity of learning, as well as to assess the correlation with academic results. A total of 26 students responded to a questionnaire consisting of three parts: in the first, we requested personal data from the student for a demographic socioeconomic analysis; the second part consisted of 21 questions, where we obtained information about their experience with distance education courses and; In the third part, we used the QIAR questionnaire (Questionnaire of Instrumentality of Self-Regulation of Learning) to assess the self-regulation capacity of the participants. Data collection was performed online, using a Google Form. The results showed that there is a moderate correlation between the ability to self-regulate their learning and students' performance in their respective courses. This shows an influence between the ability to self-regulate and the coefficient (student's overall grade in the course, that is, their academic performance in the course). Within the context of this research, the results allow us to affirm that self-regulation contributes to student performance in the course. Based on the results presented, it is expected to contribute to deepening knowledge about the self-regulation of learning in distance learning and that universities promote and motivate students to develop strategies to self-regulate their own learning.