Abstract:

The development of self-regulated learning skills is crucial for optimizing students' study time and enhancing their effectiveness. Silva (2018) defines self-regulated learning as a process wherein students take control of their own learning by monitoring and adjusting cognitive, metacognitive, and motivational strategies. Furthermore, Santos (2019) emphasizes that self-regulation enables students to set clear goals, organize tasks, and regulate effort, thereby enhancing motivation and engagement in study activities. Understanding the factors influencing self-regulation of curricular learning during Self-Study Time (SST) in the 1st cycle of basic education (students aged 6 to 10) is fundamental for guiding effective pedagogical practices and contributing to the educational success of all students.

This study aimed to comprehend how the systematic and participatory use of checklists from curricular learning contributes to the development of self-regulated learning skills during AST. Specific objectives were identified as follows:
1) Characterize students' perceptions of self-assessment recorded in the Individual Work Plan (IWP);
2) Characterize students' perceptions of the recording of curricular learning in the self-assessment processes of the IWP;
3) Characterize students' perceptions of the role of self-assessment in tasks performed in SST and enrolled in the IWP for the following week;
4) Understand potential improvements in self-assessments recorded in the IWP due to implemented strategies;
5) Characterize students' perceptions of curricular learning checklists and their relationship with tasks performed in SST and self-assessment recorded in the IWP.

These objectives were achieved through the evaluation of students' acquired competencies following a period of pedagogical intervention.

The research was conducted in a 3rd-grade classroom following the pedagogical model of the Modern School Movement, with students aged 8/9 years old. A qualitative methodology, close to action-research methodology, was employed to achieve the specified objectives, utilizing data collection techniques including questionnaires, document analysis and participant observation. Data analysis was conducted using content analysis technique.

Results indicate that this structured and guided approach facilitated the development of self-regulated learning skills during SST, enabling students to identify areas of difficulty in curricular learning and adjust their study practices accordingly. Similarly, the systematic use of checklists played a fundamental role in establishing evaluation criteria for self-assessment in AST.

Keywords:

Autonomous Study Time, Individual Work Plan, Learning self-regulation, Checklists for curricular learning.