Crenças de autoeficácia para escrita e leitura de estudantes dos anos finais do Ensino Fundamental
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Data
2022-04-20
Autores
Pedersen, Simone Alves
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O domínio da escrita e leitura é uma habilidade indispensável por toda a vida. A dimensão psicológica envolvida na escrita e leitura tem sido estudada nos últimos 40 anos, e pesquisas têm demonstrado o valor preditor e mediador da crença de autoeficácia da escrita e da leitura. Ainda, o uso de estratégias metacognitivas está relacionado a produção textual e leitura, ajudando o estudante a regular sua própria aprendizagem, sendo agente e proativo. Estudantes que têm autoeficácia robusta para a escrita e leitura apresentam melhor controle de suas produções textuais e leitura, definindo padrões mais altos, metas mais ambiciosas, mantém a motivação e enfrentam melhor os desafios que surgem, sem desistir. Todavia, professores não recebem formação inicial aprofundada sobre a dimensão psicológica, particularmente como é importante fortalecer as crenças de autoeficácia dos estudantes e ensiná-los estratégias metacognitivas para a produção textual e para a leitura. Esta pesquisa de caráter exploratório e descritivo, de natureza quantitativa e qualitativa, com característica longitudinal, teve 1455 estudantes de quatro estados e onze escolas ao todo, durando de agosto de 2019 até dezembro de 2020, com três coletas de dados, sendo 2 quantitativas e 1 qualitativa. As coletas de dados quantitativas deram-se por meio de escalas com 5 pontos Likert, e a qualitativa por meio de questões abertas. Os resultados encontrados apontam para que uma maior robustez da crença de autoeficácia para leitura e escrita está associada à maior clareza sobre as dificuldades encontradas durante a realização dessas práticas, bem como sobre os meios para superá-las, o que denota uso de metacognição, ou seja, pensar sobre como se aprende. Em relação às crenças de autoeficácia para escrita e leitura, os estudantes desta pesquisa apresentam crença de autoeficácia mais robusta para leitura do que para escrita. Neste grupo, também, encontrou-se médias de crenças de autoeficácia para leitura e para escrita mais frágeis para alunos reprovados uma vez, e ainda mais frágeis para duas reprovações. No caso da variável “anos escolares”, alunos do 8º. ano, desta amostra, apresentaram crenças de autoeficácia para a leitura mais robustas que os dos outros anos. Para a escrita não se constatou diferenças significativas, entre os anos. Por fim, sobre a variável sexo, as crenças de autoeficácia para escritas das estudantes foi significativamente mais robusta que a dos rapazes, e para a leitura não foi constatada diferença significativa. Conclui-se que, embora muitos estudantes se julguem capazes de ler e escrever, ainda há um número importante de alunos que se sentem mais ou menos , pouco ou nada capazes, que podem se beneficiar de um fortalecimento de suas crenças. Também, que alunos autoeficácia baixa têm menor conhecimento sobre como superar suas dificuldades, podendo se beneficiar da aprendizagem de estratégias de aprendizagem cognitivas e metacognitivas. Para que isso seja explorado pelos professores em sala de aula, formações de professores sobre a importância das crenças no processo de aprendizagem, fazem-se necessárias, assim como estratégias de aprendizagem para leitura e escrita, tanto cognitivas quanto metacognitivas.
The proficiency in writing and reading is an indispensable skill for life. The psychological dimension involved in writing and reading has been studied for the past 40 years, and research have shown the predictive and mediating value of the self-efficacy beliefs in writing and reading. Still, the use of metacognitive strategies is also related to textual production and reading, helping the student to regulate his own learning, being agent and proactive. Students who have robust self-efficacy for writing and reading have better control of their textual productions and readings, setting higher standards, more ambitious goals, maintaining motivation and better facing the challenges that arise, without giving up. However, teachers do not receive in-depth initial training on how important it is the psychologial dimension, particularly to strengthen students' self-efficacy beliefs and teach them metacognitive strategies for textual production and reading. This research of an experimental and descriptive nature, of quantitative and qualitative nature, with longitudinal characteristic, had 1455 students from four states and eleven schools in all, lasting from August 2019 to December 2020, with three data collection, being 2 quantitative and 1 qualitative. Quantitative data collection was carried out using scales with 5 likert points, and qualitative ones through open questions. The results found indicate that a greater robustness of the belief in self-efficacy for reading and writing is associated with greater clarity about the difficulties encountered during these practices, as well as about the means to overcome them, which denotes the use of metacognition, or that is, think about how you learn. Regarding self-efficacy beliefs for writing and reading, the students in this research present a more robust self-efficacy belief for reading than for writing. In this group, too, we found weaker means of self-efficacy beliefs for reading and writing for students who failed one year, and even weaker for twice. In the case of the variable “school years”, students from the 8th. grade of this sample, presented more robust self-efficacy beliefs for reading than those of the other years. For writing, there were no significant differences between the years. Finally, regarding the gender variable, the students' self-efficacy beliefs for writing were significantly more robust than those of the boys, and no significant difference was found for reading. It is concluded that, although many students consider themselves capable of reading and writing, there is still an important number of students who feel more or less, little or not at all capable, who can benefit from a strengthening of their beliefs. Also, that students with priority have less knowledge about how to overcome their difficulties, and may benefit from learning cognitive and metacognitive learning strategies. For this to be explored by teachers in the classroom, teacher training on the importance of beliefs in the learning process is necessary, as are learning strategies for reading and writing, cogntives as well as metacogntives.
The proficiency in writing and reading is an indispensable skill for life. The psychological dimension involved in writing and reading has been studied for the past 40 years, and research have shown the predictive and mediating value of the self-efficacy beliefs in writing and reading. Still, the use of metacognitive strategies is also related to textual production and reading, helping the student to regulate his own learning, being agent and proactive. Students who have robust self-efficacy for writing and reading have better control of their textual productions and readings, setting higher standards, more ambitious goals, maintaining motivation and better facing the challenges that arise, without giving up. However, teachers do not receive in-depth initial training on how important it is the psychologial dimension, particularly to strengthen students' self-efficacy beliefs and teach them metacognitive strategies for textual production and reading. This research of an experimental and descriptive nature, of quantitative and qualitative nature, with longitudinal characteristic, had 1455 students from four states and eleven schools in all, lasting from August 2019 to December 2020, with three data collection, being 2 quantitative and 1 qualitative. Quantitative data collection was carried out using scales with 5 likert points, and qualitative ones through open questions. The results found indicate that a greater robustness of the belief in self-efficacy for reading and writing is associated with greater clarity about the difficulties encountered during these practices, as well as about the means to overcome them, which denotes the use of metacognition, or that is, think about how you learn. Regarding self-efficacy beliefs for writing and reading, the students in this research present a more robust self-efficacy belief for reading than for writing. In this group, too, we found weaker means of self-efficacy beliefs for reading and writing for students who failed one year, and even weaker for twice. In the case of the variable “school years”, students from the 8th. grade of this sample, presented more robust self-efficacy beliefs for reading than those of the other years. For writing, there were no significant differences between the years. Finally, regarding the gender variable, the students' self-efficacy beliefs for writing were significantly more robust than those of the boys, and no significant difference was found for reading. It is concluded that, although many students consider themselves capable of reading and writing, there is still an important number of students who feel more or less, little or not at all capable, who can benefit from a strengthening of their beliefs. Also, that students with priority have less knowledge about how to overcome their difficulties, and may benefit from learning cognitive and metacognitive learning strategies. For this to be explored by teachers in the classroom, teacher training on the importance of beliefs in the learning process is necessary, as are learning strategies for reading and writing, cogntives as well as metacogntives.
Descrição
Palavras-chave
Crenças de autoeficácia, Crenças de autoeficácia para escrita, Crenças de autoeficácia para leitura, Estratégias de aprendizagem, Metacognição, Self-efficacy beliefs, Self-efficacy for writing, Self efficacy for reading, Learning strategies, Metacognition