Relacionamento professor-aluno e auto-regulação da aprendizagem no 3rd ciclo do ensino médio português

Abstract

The aim of this paper was to explore the relationship between the studentś perceptions of teachers̀ 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 studentś gender, age, grades and number of retentions, parents education, professor of Mathematics gender and number of years with the same teacher. The most relevant fi ndings 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, dissatisfi ed and admonishing of their teachers.