Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/46264

TitleLinking learning contexts: the relationship between students’ civic and political experiences and their self-regulation in school
Author(s)Malafaia, Carla
Teixeira, Pedro Miguel Silva Costa Afonso
Neves, Tiago
Menezes, Isabel
KeywordsCivic and political participation
Quality of participation
Metacognition
Adolescent
Issue date2016
PublisherFrontiers Media
JournalFrontiers in Psychology
Abstract(s)This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people's self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking). Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. Therefore, we argue that the pedagogical value of non-formal civic and political experiences is related to learning in formal pedagogical contexts. This is because civic and political participation with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success.
TypeArticle
URIhttp://hdl.handle.net/1822/46264
DOI10.3389/fpsyg.2016.00575
ISSN1664-042X
Publisher versionhttp://journal.frontiersin.org/journal/psychology
Peer-Reviewedyes
AccessOpen access
Appears in Collections:ICVS - Artigos em Revistas Internacionais com Referee

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