Abstract
<span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; layout-grid-mode: line; mso-bidi-font-style: italic;" lang="EN-GB">The current demand for civil engineering work requires new skills and knowledge and calls for new and effective learning methods. This paper shows self-regulated learning strategies applied to undergraduate, graduate and specialization students from Civil Engineering in a Brazilian University. A Scale of Evaluation of Learning Strategies was administered with a view to identifying students&acute; cognitive, metacognitive and dysfunctional learning strategies.</span>
Highlights
The current demand for civil engineering work call for more effective methods of teaching and learning
This paper shows self-regulated learning strategies applied to undergraduate, graduate and specialization students from Civil Engineering in a Brazilian University
The mean score of one strategy can be compared among Undergraduate (Underg.), Graduate (Grad.) and Specialization (Special.) courses
Summary
The current demand for civil engineering work call for more effective methods of teaching and learning. This study deals with a new learning approach. It aims to investigate the effects on the students, of selfregulated learning strategies, applied in classrooms. The students were from undergraduate, graduate (master’s and doctoral) and specialization courses, from Civil Engineering. The rationale for such approach was to use interventions in classroom to convey some learning strategies to the students. The interventions followed the Cyclic SelfRegulated Learning Model from social-cognitive theory [5], and were done by the researcher
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