Estratégias autoprejudiciais à aprendizagem de professores em formação
Palavras-chave:
Ensino superior, Procrastinaçãod, Formação de professoresResumo
A presente pesquisa tem como objetivo investigar as estratégias autoprejudiciais empregadas por alunos em contexto acadêmico, explorando as relações entre o uso dessas estratégias e o gênero, idade e etapa do curso. A amostra foi composta por 164 estudantes universitários de ambos os gêneros, com idade entre 18 e 48 anos, matriculados no 2º e no 4º ano de cursos de Pedagogia em universidades públicas brasileiras. Os dados foram coletados por meio de questões abertas e de uma escala de autorrelato do tipo Likert. Os estudantes relataram empregar diversas estratégias autoprejudiciais, como procrastinar e não fazer a leitura dos textos recomendados. Os alunos mais novos e as mulheres relataram uso mais frequente dessas estratégias. Discute-se a importância de se identificar os comportamentos autoprejudiciais de universitários
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Copyright (c) 2023 Danielle Ribeiro GANDA, Evely BORUCHOVITCH
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
