Keywords
Self-regulated learning
Basic Education
How to Cite
Abstract
The aim of this study was to verify what has been researched about the relationships and effects of promoting autonomy in self-regulated learning in Basic Education. From the search in the Scopus, Science Direct, Web of Science and Eric databases, without a time frame, 24 articles were retrieved from 12 countries, including Brazil, with the United States standing out in the ranking of productions. As for the design of empirical research, there was a balance between quantitative and qualitative approaches and few studies with a mixed approach. The main analytical focus of the studies was the impact of teacher support on students' autonomy and self-regulation. The results revealed that perceived autonomy, especially from teacher support, has positive effects on students' self-regulation, especially on motivational variables of interest and self-efficacy, on metacognitive activities, and on social behavior. The negative effects of low perception of autonomy were also pointed out. Although there is a restriction of readings, the review obtained evidence on the relationships between these two constructs that reinforce the emergence of reconfiguration of school environments, centered on promoting student and teacher autonomy, since the symptoms also raised about the autonomy of students. caregivers in the exercise of their practice.
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