Resumo

CASTILHO XAVIER, Rodrigo de; ANTONELLI, Ricardo Adriano  e  MEURER, Alison Martins. Self-Regulated Learning Strategies, Extension Of Academic Gratification And Academic Success Of Business Students. Rev.fac.cienc.econ. [online]. 2022, vol.30, n.1, pp.165-187.  Epub 30-Jun-2022. ISSN 0121-6805.  https://doi.org/10.18359/rfce.5632.

Self-regulated learning strategies and the extension of academic gratification are the focus of this research. Learning self-regulation is an area of knowledge present in Educational Psychology and consists of the practice of learning strategies by academics; it is subdivided into groups of cognitive, metacognitive and learning resource management strategies. Academic gratification deferral is the deferral of opportunities by academics who were willing to respond to impulses, with the intention of having meaningful academic rewards that are more remote but more important. In this perspective, this study aimed to analyze self-regulated learning and the extension of academic gratification based on the different levels of academic success of business students. An online survey was conducted with students from two Brazilian higher education institutions, from which 74 valid responses were obtained, analyzed using non-parametric tests of difference between groups. The main results of the study show a difference in the metacognitive strategies adopted by students from different academic achievement groups. The results also indicate that academic extension is no different in students who have higher or lower academic performance. In addition, a positive difference is observed between critical thinking strategies and the extension of gratification.

Palavras-chave : self-regulated learning strategies; extension of gratification; academic success; business area.

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