SELF-REGULATED LEARNING STRATEGIES BASED ON DIGITAL TECHNOLOGIES BY HIGH SCHOOL STUDENTS

This research aimed to identify which learning strategies are most commonly used by students, investigate how these strategies involve the use of digital information and communication technologies by high school students according to gender and year of schooling and relate the age of the individuals , the age at which they began to have access to digital technologies and the age at which they began to use digital technologies in their learning process with the use of learning strategies based on digital technologies. To achieve this, the research was based on the construct of self -regulation of learning, originating from Social Cognitive Theory. 123 high school students from two private schools in the city of S & atilde;o Paulo participated in the research. The research presents a quantitative methodology, in which the following instruments were applied, using an electronic form: 1) characterization form; 2) Scale of learning strategies and digital technologies: high school and university education. The results indicate that students can use more learning strategies mediated by digital technologies. Furthermore, they also point out that they presented dysfunctionalities when using these technologies to study, using instant messaging applications, for example. It is concluded, therefore, that actions are necessary, on the part of pedagogical teams and teachers, aimed at instructing and encouraging students to use digital technologies as learning strategies in a judicious manner.