Author(s):
Azevedo, Ângela Sá ; Dias, Paulo César ; Salgado, Ana ; Guimarães, Teresa ; Lima, Isabel ; Barbosa, Andreia
Date: 2012
Persistent ID: http://hdl.handle.net/10400.14/34486
Origin: Veritati - Repositório Institucional da Universidade Católica Portuguesa
Subject(s): Teacher student interaction; Self-regulation; Elementary education; Mathematics; Interação professor-aluno; Auto-regulação; Ensino fundamental; Matemática; Interaccion profesor-estudiante; Autorregulación; Ensenanza de primer grado; Matematica
Description
The aim of this paper was to explore the relationship between the students' perceptions of teachers' behavior and self-regulated learning in Mathematics. The study, conducted among a group of 625 students of Portuguese Compulsory Education (7th to 9th grades) using the QIPBásic and the IPAAr allowed us to understand differences in the aforementioned variables related with students' gender, age, grades and number of retentions, parents education, professor of Mathematics gender and number of years with the same teacher. The most relevant findings to teaching practice are relate to the positive relation between self-regulated learning and students' perception of their teachers with regard to leadership, helping/friendly, and understanding, as well as the negative relation between self-regulated learning and students' perception of uncertain, dissatisfied and admonishing of their teachers.
