Self-regulated learning and study orientation: results of an intervention project

Abstract

This article reports on the application and assessment of a project for the promotion of self-regulatory skills among technical high school students. The study was conducted at a Federal Educational Institution in the state of São Paulo, Brazil. The study sample consisted of 35 new students who presented problems adapting to the new academic routine and symptoms of anxiety. The students were given systematic study guidance sessions to help them to develop self-regulated learning skills. The study data were collected using the following methods: Scale DASS-21 (Brazilian version), semi-structured initial and final interviews, and researcher’s observations. The results show varying degrees of success among students in acquiring self-regulation skills. The quantitative pre-and post-test comparison of the DASS-21 data and the JT Method showed a reduction in anxiety symptoms in 12 and 8 students respectively, and the analysis of variance detected a significant reduction in the group's average anxiety score after the project. The qualitative analysis showed that, for most of the students, the project sessions promoted the development of skills in self-regulation of learning, improving aspects such as study planning and organisation, among others. Further research is necessary, to address intervening variables.