Emotional impacts of the Covid-19 pandemic on academic learning from university students
Resumo
Este artigo visa entender como os estudantes de graduação, da Universidade Federal de Pelotas, foram afetados emocionalmente após a suspensão das aulas presenciais por causa da pandemia. Os dados foram coletados por um questionário on-line e respondido por 754 estudantes. Destes, 411 não estudaram, o que nos levou a fazer um recorte da pesquisa e investigar suas motivações e reações emocionais. Os resultados apontam que desânimo e a ansiedade foram as principais razões dos estudantes não conseguirem estudar. As experiências emocionais negativas foram mais prevalentes que as positivas, e a estratégia de seleção da situação foi a mais apreciada para lidar com as emoções. Desse modo, evidencia-se a necessidade da regulação emocional para minimizar os impactos das experiências emocionais negativas.
Palavras-chave:autorregulação da aprendizagem, regulação emocional, pandemia, Ensino Superior, dimensão afetiva.
Referências
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (2006). Toward a Psychology of Human Agency. Sage, 1 (2), pp. 164-180.
Bardin, L. (2011). Análise de conteúdo. São Paulo: Edições 70, pp. 229.
Ben-Eliyahu. A. (2019). Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle. Educational Psychologist, 54 (2), pp. 84- 105.
Boekaerts, M. (2011, march). Emotions, Emotion Regulation, and Self- Regulation of Learning. In: Handbook of Self-Regulation of Learning and Performance. Routledge, pp. 408-425.
Boekaerts, M., Pekrun R. (2015, july). Emotions and Emotion Regulation in Academic Settings. In Handbook of Educational Psychology. Routledg, New York, 3ed.
Bzuneck, J. A. (2018). Emoções acadêmicas, autorregulação e seu impacto sobre motivação e aprendizagem. ETD - Educação Temática Digital, 20 (4), pp. 1059-1075.
Coats, A. H. & Blanchard-Fields, F. (2008). Emotion regulation in interpersonal problems: The role of cognitive-emotional complexity, emotion regulation goals, and expressivity. Psychology and Aging, 23(1), 39-51.
Garcia, L. L., Patall E. A. and Pekrun. R. (2016). Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design.Policy Insights from the Behavioral and Brain Sciences, 3 (2), pp. 228-236.
Gross, J. J. (2014). Handbook of emotion regulation (2nd ed.). New York, NY: Guilford Press.
Gross, J. J. (2015, march). Emotion regulation: Current status and future prospects. Psychological inquiry, 26(1), pp. 1-26,pp. 176–194.
Jason M. Harley, Reinhard Pekrun, Jamie L. Taxer & James J. Gross (2019). Emotion Regulation in Achievement Situations: An Integrated Model, Educational Psychologist,54(2), pp.106-126.
Larsen, R.J. and Prizmic, Z. (2004) Affect Regulation. In: Baumeister, R.F. and Vohs, K.D., Eds., Handbook of Self-Regulation: Research, Theory, and Applications, Guilford, New York, pp. 40-61.
Linnenbrink, E. A. (2006). Emotion Research in Education: Theoretical and Methodological Perspectives on the Integration of Affect, Motivation, and Cognition. Educational Psychology Review, v. 18, pp. 307-314.
Mega, C.; Ronconi, L.; de Beni, R (2014). What Makes a Good Student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, v. 106, n. 1, p. 121-131.
Organização Mundial da Saúde. (2020, dezembro). Uso de mascarillas en el contexto de la COVID-19. Orientaciones provisionales, pp.1-24.
Pekrun, R. (2006, december). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review,18 (4), pp. 315–341.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In Phye, G. D. Emotion in education. P. A. Schutz, & R. Pekrun (Eds.). San Diego, CA: Academic Press. 10, pp. 13-36.
Pekrun, Reinhard, Goetz, Thomas, Titz, Wolfram, Perry, R. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37 (2), pp. 91–105.
Pintrich P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16 (4), pp. 385–407.
Ramdass, D.; Zimmerman, B. J. (2011, february). Developing Self-Regulation Skills: The Important Role of Homework. Journal of Advanced Academics, 22 (2), pp. 194–218.
Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings. Educational psychology review, 18(4), 343-360.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, pp. 548-573.
Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacognition and Learning, 12(3), 381–399.
Zembylas, M. (2007). Theory and methodology in researching emotions in education. International. Journal of Research and Method in Education, 30 (1), pp. 57–72.
Zimmerman, B. J. (1986). Becoming a self-regulated learner: which are the key subprocesses? Contemporary educational psychology. 11(4), pp. 307-313.
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology. 81(3), pp. 329-339.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational psychologist, 48(3), pp. 135-147.
Zimmerman. B. J. (2002). Attaining self-regulation: a social cognitive perspective. In: Boekaerts, M.; Pintrich, P; Zeidner, M. San Diego: Handbook of self-regulation, pp. 13-39.
Zimmerman. (2011). Motivational Sources and Outcomes of Self-Regulated Learning and Performance. In: ZIMMERMAN, Barry; SCHUNK, Dale. Handbook of Self-Regulation of Learning and Performance. New York: Routledge.
Zimmerman, B.J.; Moylan, A. R.(2009). Self-regulation: where metacognition and motivation intersect. In: Haker, D.J.; Kent, J. D.; Graesser, A. C. Handbook of metacognition in education, pp. 299-315.
Zimmerman, B. J., & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), The educational psychology series. Handbook of academic learning: Construction of knowledge, pp. 105–125.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2021 Currículo & Docência
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
