Emoções acadêmicas, autorregulação e seu impacto sobre motivação e aprendizagem

  • José Aloyseo Bzuneck Universidade Estadual de Londrina
Palavras-chave: Emoções acadêmicas. Autorregulação emocional. Teorias sobre emoções. Motivação acadêmica.

Resumo

O texto se constitui em revisão da literatura mais recente sobre emoções acadêmicas e sua autorregulação. Com base em dados de pesquisa, são descritas emoções positivas e negativas, suas origens e seus efeitos sobre a motivação e o desempenho, à luz das teorias de atribuição de causalidade, de Weiner e de controle-valorização, de Pekrun.  Foram selecionadas as emoções negativas de vergonha, tédio e ansiedade, mais frequentemente focalizadas nos estudos, sobre as quais foram descritas diversas estratégias de autorregulação que os alunos podem usar nos contextos de aprendizagem. Foi discutida a relevância da teoria social cognitiva para explicar os processos de autorregulação, bem como para ajudar alunos a se tornarem capazes de regular emoções negativas. Por último, foram dadas sugestões de pesquisa futuras em nosso meio.

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Biografia do Autor

José Aloyseo Bzuneck, Universidade Estadual de Londrina
Doutorado em Psicologia Escolar e do Desenvolvimento Humano - Universidade de São Paulo (USP) - São Paulo, SP - Brasil.  Professor titular - Universidade Estadual de Londrina (UEL) - Londrina, PR - Brasil

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Publicado
2018-10-14
Como Citar
Bzuneck, J. A. (2018). Emoções acadêmicas, autorregulação e seu impacto sobre motivação e aprendizagem. ETD - Educação Temática Digital, 20(4), 1059-1075. https://doi.org/10.20396/etd.v20i4.8650251