Self-regulated learning and study orientation: Results of an intervention project

This article reports on the application and assessment of a project for the promotion of self-regulatory skills among technical secondary school students. The study was conducted at a Federal Educational Institution in the state of São Paulo, Brazil. The study sample consisted of 35 new entry students who exhibited problems adapting to the new academic routine and symptoms of anxiety. The students were given systematic study guidance sessions to help them to develop self-regulated learning skills. The data for the study were collected using the following methods: Scale DASS-21 (Brazilian version), semi-structured initial and end interviews, and researcher’s observations. The results show varying degrees of success among students in acquiring self-regulation skills. The quantitative pre- and post-test comparison of the DASS-21 data and the JT Method showed a reduction in anxiety symptoms in 12 and 8 students respectively, and the analysis of variance detected a significant reduction in the group's average anxiety score after the project. The qualitative analysis showed that, for the majority of students, the project sessions promoted the development of skills in self-regulation of learning, improving aspects such as study planning and organisation, among others. Further research is necessary, to take into account intervening variables.