Malafaia Carla, Teixeira Pedro M, Neves Tiago, Menezes Isabel
Centre for Research and Intervention in Education (CIIE), Faculty of Psychology and Educational Sciences, University of Porto Porto, Portugal.
3B's Associated Laboratory, Life and Health Sciences Research Institute (ICVS), School of Health Sciences, Universidade do Minho, Campus de Gualtar Braga, Portugal.
Front Psychol. 2016 Apr 25;7:575. doi: 10.3389/fpsyg.2016.00575. eCollection 2016.
This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people's self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking). Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. Therefore, we argue that the pedagogical value of non-formal civic and political experiences is related to learning in formal pedagogical contexts. This is because civic and political participation with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success.
本文探讨自我调节策略与青少年公民及政治经历之间的关系，假定校外学习能够促进元认知。该研究以732名来自葡萄牙八年级和十一年级的学生为样本。结果表明，公民及政治参与经历的质量，连同学业自我效能感，是年轻人自我调节的重要预测因素，特别是在认知和元认知策略（精细化和批判性思维）方面。这些影响甚至超过了家庭文化和学校变量（如学校归属感）的权重。因此，我们认为非正规公民及政治经历的教学价值与正规教学环境中的学习相关。这是因为具有高发展质量的公民及政治参与能够激发高阶认知参与，从而有助于促进学业成功的学习策略的发展。
