Relação entre estratégias de aprendizagem autorreguladas e prorrogação da gratificação acadêmica: um estudo relacionado com o sucesso acadêmico na área de negócios

Abstract

Academic performance has been the focus of several studies that explore indicators of academic success. Of the several factors that provide academic success, self-regulated learning strategies and the extension of academic gratification are the focus of this research. Self-regulation of learning is an area of knowledge present in educational psychology whose concept is relevant not only in student learning, but also in academic performance, and consists of the practice of learning strategies by academics and is subdivided into groups of cognitive strategies, metacognitive and learning resource management. The extension of academic gratification is the postponement of opportunities on the part of academics, who were available to respond to impulses, with the intention of having significant academic rewards that are more remote, but more important. In this perspective, the present study aimed at evaluating the relationship among the extension of academic gratification and self-regulated learning strategies with the academic success of students in the Accounting and Administration course at two public universities in Paraná. Regarding to the methodological aspects, it is configured in a formal, descriptive, transversal and statistical study. The MSLQ (Motivated Strategies for Learning Questionnaire) and ADOGS (Academic Delay of Gratification Scale) instruments were used for data collection, obtaining 74 valid responses. The main results of the study show a positive relationship only among metacognitive strategies and academic performance. The results also showed that the academic extension is no different in students who have higher or lower academic performance. In addition, there is a positive relationship among critical thinking strategies and the extension of gratification. In this perspective, these results can be used by the institutions as a strategic tool for the improvement of teaching-learning methodologies according to the students' reality.