Self-Regulated Learning Strategies Applied to Undergraduate, Graduate and Specialization Students from Civil Engineering
DOI:
https://doi.org/10.3991/ijep.v3iS2.2421Keywords:
Student Performance, Self-Study, Teaching MethodsAbstract
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´ cognitive, metacognitive and dysfunctional learning strategies.
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