Pedro Rosário
University of Minho, Portugal

From theory to practice: School-based interventions to promote self-regulated learning strategies.

Participants: Jennifer Cunha, Tânia Moreira, Paula Magalhães, Juliana Martins

This symposium is organized by the research team GUIA (Grupo Universitário de Investigação em Autorregulação) from the School of Psychology at the Universidade do Minho. GUIA comprises researchers from Portugal, Brazil, Spain, Mozambique, and Chile, among others. Over the years, this research team has been conducting research projects and school-based interventions focused on promoting self-regulated and academic achievement.

Self-regulated learning (SRL) may be understood as a process through which students activate and sustain thoughts, emotions, and actions toward a self-set goal. Zimmerman (2000) proposed an SRL model involving three cyclical phases: forethought, performance, and self-reflection. More recently, Rosário et al. (2017, 2021) presented PLEA. The latter addresses students’ characteristics and processes key to effective learning and are conceptualized as multidimensional, combining cognitive, emotional, and behavioral features of academic functioning. This symposium presents communications focused on school-based interventions aimed to promote self-regulated learning and boost children and youth development. Each of the communications will discuss the educational implications of the findings and present new avenues for future studies.

Pedro Rosário is a Full Professor of Educational Psychology at the University of Minho in Portugal. He received his Ph.D. from the Universidade do Minho, Braga in 2000, and subsequently has been serving at the same University. He has been invited to the University of Granada, Oviedo (Spain), Universidade Estadual de Campinas e Universidade Federal de Ciências da Saúde de Porto Alegre (Brazil) to teach Master and Ph.D. courses. 
His current research emphasis falls within self-regulated learning (SRL) and School Engagement (SE). As a PI, he has conducted a number of studies investigating how students monitor their academic behavior in class and is particularly interested in the extent to which training within classroom contexts (K-12 through college) can facilitate more accurate monitoring of performance and strategy use. He developed several programs to enhance SRL and SE (K-12 through college) that are being used in countries such as England, Mexico, Chile, Mozambique, Spain, and Brazil. He is currently the PI of the GUIA lab (research on self-regulated learning). and the director of the Research Center CIPsi in the School of Psychology.; Scopus Author ID: 15052279200



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