Self-Regulated learning in accounting: an analysis of Emergency Remote Teaching
Objective: To analyze the behavior of students attending graduate degree Accounting programs regarding self-regulated learning strategies adopted in Emergency Remote Teaching (ERT). Method: This survey descriptive research with a quantitative approach addressed students regularly enrolled in graduat...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Academia Brasileira de Ciências Contábeis (Abracicon) |
| Repositorio: | Revista de Educação e Pesquisa em Contabilidade |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.www.repec.org.br:article/3318 |
| Acesso em linha: | https://www.repec.org.br/repec/article/view/3318 |
| Access Level: | acceso abierto |
| Palavra-chave: | Autorregulação; Ensino Remoto Emergencial;Contabilidade |
| Resumo: | Objective: To analyze the behavior of students attending graduate degree Accounting programs regarding self-regulated learning strategies adopted in Emergency Remote Teaching (ERT). Method: This survey descriptive research with a quantitative approach addressed students regularly enrolled in graduate Accounting programs. The study sample comprised 109 valid responses obtained from 2,266 students enrolled in 2022. Descriptive statistics and a reliability analysis were performed. Next, the Kruskal-Wallis and Spearman Correlation tests were conducted to identify the behavior of graduate Accounting students regarding self-regulated learning strategies. Results: The results showed that the students adopted self-regulated learning strategies at a moderate level in the ERT environment. The Environment-Structuring dimension obtained the highest mean of the adoption of self-regulated learning strategies, indicating that students were more concerned about setting up an adequate place to study and making it comfortable. Contributions: This study contributes to the academic milieu by showing that the students had the initiative to organize themselves to perform well in a context that required varying degrees of adaptability and discipline. With a deeper understanding of the factors influencing self-regulated learning, educational institutions can adopt more effective approaches to supporting students on their academic journey, promoting a more productive and successful teaching and learning environment. |
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