Prorrogação da gratificação acadêmica e sua relação com as estratégias de autorregulação da aprendizagem

Abstract

Context and Objective: Academic delay of gratification refers to individuals’ ability to self-regulate and is one aspect of the self-regulation of learning, that is, of the set of thoughts, feelings and actions an individual produces to achieve the desired academic objectives. The objective in this study was to analyze the academic delay of gratification, verifying its relation with the learning self-regulation strategies. Method: Descriptive and quantitative survey research. The sample consisted of 133 Accounting students from the Federal University of Minas Gerais (UFMG). Results and Contributions: After the development of Kruskal-Wallis and Spearman correlation tests, it was verified that female students made greater use of the learning strategies, while students who do not have a paid job while studying were more prone to academic delay of gratification. At the same time, it was concluded that, overall, the academic delay of gratification is positively correlated with the learning strategies, specifically the metacognitive and cognitive (rehearsal, elaboration and organization) strategies and the management of time and the study environment. Through this study, we intend to contribute to the analysis of the self-regulated attitudes Accounting students develop and, at bottom, provide important information to improve the teaching-learning process.