| dc.description.abstract | This study investigated how college students in face-to-face Accounting Science education were self-regulated and motivated to fulfill activities in remote emergency education. For this was conducted a mixed method research focused on a private university located in the State of Rio Grande do Sul, involving students and professors of Accounting course in the in-class modality at night, who had studied or taught during social isolation in the period of 2020/2021, using emergency remote classes. The data collection was carried out by using questionnaire, focus groups and semi-structured interview. The three questionnaires were applied simultaneously on Google Forms during half 2 of 2021 year. Those data collection questionnaires were OSLQ, MSLQ and ILS. The findings of OSLQ have demonstrate that the learning strategies of surveyed students represent a moderate profile regarding to the Goal Settings and Help Seeking, low rate in terms of Task Strategies, Time Management and Self-Assessment, and only Environment Structure shown the high profile of self-regulated learning. Regarding to MSLQ questionnaire, specifically in the motivational question, it’s can be infer that at least 50% of students are motivated. With respect to ILS findings, the Accounting students have preference to reflexive/sensorial/visual and sequential. The variable gender, age, semester, occupation, area skills and number of subjects taken weren’t correlated with the self-regulation, motivation or learning style. The motivational factors had few correlation with the learning style dichotomies, and there was a significant relationship in the correlations, being them mainly concentrated in factors such as Active/ Sensorial/ Intuitive with beliefs over learning control(CRE), global/ active with self-efficacy and verbal/ reflexive with anxiety. For better understanding of phenomenon, a cluster analysis was carried out using K-Means method, under which are grouped students with the same characteristics in relation to the use of self-regulated leaning strategies were grouped together, three heterogeneous groups in terms of self-regulated learning were presented. The combination within each group represents an unique pattern that distinguish them. Groups 2 and 3 were on average presented self-regulated and motivated and the group 1 in which deserve a special attention presented non regulated and unmotivated. Such findings brings evidence distinct experiences among higher education students of Accounting and how they developed the learning self-regulation strategies, which was evident with in the answers to the open-ended questions and the focus group. For the open-ended question it was observed in the students’ answers that there were more negative considerations about the factors that interfere in the teaching-learning in remote and/or simultaneous classes, among more related questions are the lack of suitable structure and distractions. Keeping the open questions findings, the negative points outweigh the positive ones in relation to structure, classes, teachers and feelings. In the focus group the students present more variable of motivation, but still maintained some negative ones. In the interviews with the teachers, the motivational style of the teachers was more controlling, and in relation to the pedagogical procedures, they were mostly traditional, but with more openness to innovation, some teachers risked new strategies. | en |
