Estudar e aprender em instituições de acolhimento: o papel de variáveis individuais e contextuais

Abstract

The recent literature has pointed out the existence of fragilities, in the school and learning dimensions, in children and young people in residential care. The current study aimed to analyse and understand the processes of studying and learning in institutions, of 2nd and 3rd cycle and secondary students, examining the role of individual and contextual variables on self-regulated learning processes. The sample included 248 children and young people living in 20 residential care settings from the north of Portugal. The instruments were the following: a personal and academic data instrument, the Inventory of Self-Regulated Learning Processes (Rosario et al., 2010), and an instrument of characterization of the institution. Results showed significant differences in the self-regulated learning, according to gender and grade retention, also emphasizing the importance of self-efficacy, value of learning, and educational aspirations. The study site and study time, as well as the reported difficulties in studying, were relevant in the self-regulated learning processes. The size of the institution did not assume relevance. Implications of these results in promoting better education and learning in residential care contexts are discussed.