POSITIVE EFFECTS OF AN INTERVENTION BY INTEGRATED CURRICULUM IN THE PROMOTION OF SELF-REGULATION OF LEARNING

ABSTRACT: This paper has as theme the promotion of self-regulation in learning. It had as objective verifying the effects of an intervention by integrated curriculum in self-regulation of learning envolving students of the course of Fashion Design of a Public Institution in Paraná, Brazil. Characterized as a quasi-experimental research, it was divided into three stages: pre-testing; intervention; and post-testing. In the pre-test 84 students from 1st to 4th years took part. 22 took part of the intervention program and 60 students participated in post-testing. For data collection it was used the Scale of Learning Strategies. The results point to an increase of using the strategies by students that participated in the intervention regarding 3 factors of the scale: Cognitive and Meta-cognitive Self-regulation, Self-regulation of Internal and Contextual Resources and Social Self-regulation, indicating the possibility of promoting more self-regulated students in learning situation by teaching the use of learning strategies.