A desorganização estudantil na educação básica
A Matriz Eisenhower como estratégia de gerenciamento do tempo e promoção da autogerência
DOI:
https://doi.org/10.5281/zenodo.2362603Parole chiave:
Matriz Eisenhower, gerenciamento do tempo, autogerência, educação básicaAbstract
Analisa a problemática da desorganização estudantil na educação básica, propondo a Matriz Eisenhower como ferramenta de organização dos estudos. Examinam-se causas e consequências da falta de organização estudantil, bem como os benefícios da implementação de estratégias de autogerência no contexto educacional. Por meio de uma revisão bibliográfica abrangente, o estudo demonstra como a desorganização compromete o rendimento acadêmico e o desenvolvimento de competências essenciais para o século XXI. Os resultados indicam que o cultivo da autogerência estudantil promove não apenas melhor desempenho acadêmico, mas também desenvolvimento de competências metacognitivas, autorregulação e preparação para desafios futuros.
Downloads
Riferimenti bibliografici
ALLEN, D. Getting things done: the art of stress-free productivity. New York: Penguin Books, 2001.
BRITTON, B. K.; TESSER, A. Effects of time-management practices on college grades. Journal of Educational Psychology, v. 83, n. 3, p. 405-410, 1991.
CLEARY, T. J.; ZIMMERMAN, B. J. Self-regulation empowerment program: a school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, v. 41, n. 5, p. 537-550, 2004.
CONLEY, D. T. Redefining college readiness. Eugene: Educational Policy Improvement Center, 2007.
COVEY, S. R. The 7 habits of highly effective people: powerful lessons in personal change. New York: Free Press, 1989.
CREDÉ, M.; KUNCEL, N. R. Study habits, skills, and attitudes: the third pillar supporting collegiate academic performance. Perspectives on Psychological Science, v. 3, n. 6, p. 425-453, 2008.
DECI, E. L.; RYAN, R. M. The "what" and "why" of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, v. 11, n. 4, p. 227-268, 2000.
DUCKWORTH, A. L. et al. Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, v. 92, n. 6, p. 1087-1101, 2007.
JOHNSON, D. W.; JOHNSON, R. T. An educational psychology success story: social interdependence theory and cooperative learning. **Educational Researcher**, v. 38, n. 5, p. 365-379, 2009.
KLASSEN, R. M. et al. Academic procrastination of undergraduates: low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, v. 33, n. 4, p. 915-931, 2008.
MACAN, T. H. et al. College students' time management: correlations with academic performance and stress. Journal of Educational Psychology, v. 82, n. 4, p. 760-768, 1990.
MUMFORD, M. D. et al. Patterns of leader characteristics: implications for performance and development. The Leadership Quarterly, v. 11, n. 1, p. 115-133, 2000.
PINTRICH, P. R. The role of goal orientation in self-regulated learning. In: BOEKAERTS, M. et al. (Ed.). Handbook of self-regulation. San Diego: Academic Press, 2000. p. 451-502.
PRESSLEY, M.; HARRIS, K. R. Cognitive strategies instruction: from basic research to classroom instruction. In: ALEXANDER, P. A.; WINNE, P. H. (Ed.). Handbook of educational psychology. 2. ed. Mahwah: Lawrence Erlbaum, 2006. p. 265-286.
PROCHASKA, J. O.; DICLEMENTE, C. C. Stages of change in the modification of problem behaviors. Progress in Behavior Modification, v. 28, p. 183-218, 1992.
ROBBINS, S. B. et al. Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, v. 130, n. 2, p. 261-288, 2004.
ROSEN, L. D. et al. Facebook and texting made me do it: media-induced task-switching while studying. Computers in Human Behavior, v. 29, n. 3, p. 948-958, 2013.
ROTTER, J. B. Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, v. 80, n. 1, p. 1-28, 1966.
SCHRAW, G.; CRIPPEN, K. J. The knowledge and processes of learning strategy instruction. Instructional Science, v. 36, n. 5-6, p. 477-496, 2008.
SCHUNK, D. H. Learning theories: an educational perspective. 6. ed. Boston: Pearson, 2012.
STEEL, P. The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, v. 133, n. 1, p. 65-94, 2007.
ZIMMERMAN, B. J. Becoming a self-regulated learner: an overview. Theory into Practice, v. 41, n. 2, p. 64-70, 2002.
ZIMMERMAN, B. J. Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. **American Educational Research Journal**, v. 45, n. 1, p. 166-183, 2008.
ZIMMERMAN, B. J. From cognitive modeling to self-regulation: a social cognitive career path. Educational Psychologist, v. 48, n. 3, p. 135-147, 2013.
ZIMMERMAN, B. J.; MARTINEZ-PONS, M. Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, v. 82, n. 1, p. 51-59, 1990.
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Categorie
Licenza
Copyright (c) 2025 2025
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
