Habilidades en autorregulación del aprendizaje y el impacto del ingreso a la escuela secundaria integrada en los adolescentes

Abstract

Self-regulated learning can be defined as the ability of students to plan, execute and evaluate their activities, making them active and participatory in their learning. There is still a lack of Brazilian studies on the self-regulation of learning in Integrated Secondary Education (EMI) students. Therefore, this work describes the perceptions of adolescents about the impact of enrollment in the Integrated Secondary Education course, highlighting their degree of mastery of skills in self-regulation of learning. A survey was conducted among EMI students at a federal educational institution (FI) in Brazil. 35 students entering in 2022 participated in the study. To probe the adolescents' perceptions, a semi-structured interview was conducted. The reports indicate that entering the EMI was perceived as a challenge by the majority of those interviewed and, often, was associated with the appearance of feelings such as worry and anxiety. It is possible to affirm that the sample is heterogeneous in terms of self-regulation skills and that, to a greater or lesser extent, students master some skills related to the planning and evaluation stages of the self-regulation cycle. It is assumed that information and guidance on self-regulation of learning contribute to students' adaptation to EMI and their quality of life.