Self-Efficacy Beliefs and Self-Regulation of Learning in the Context of Inclusive Education
DOI:
https://doi.org/10.4067/s0718-73782023000100041Keywords:
Self-regulated learning, Self-efficacy, Social cognitive theory, Inclusive education.Abstract
This paper aims to comprehend the Social Cognitive Theory contributions to the context of inclusive education in Brazil through a literature review executed in five databases: Pepsic, Redalyc, Latindex, Scielo, and Lilacs, to acknowledge the state of the art when in the context of a link between the previously mentioned concepts. The criteria for selecting the publications were: theoretical review papers or applied studies about self-regulated learning and self-efficacy through the socio-cognitive perspective published within the last five years. Nine articles resulted from the descriptors: “Self-efficacy and Inclusive Education” and two from “Self-regulation learning and Inclusive Education”. The results reveal the importance of self-regulated learning and self-efficacy for inclusive educational practice, especially regarding teaching work success. However, few publications are approaching these concepts, applying them to the inclusive education context or the student's learning.
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Creative Commons Reconocimiento (by)
Esta licencia permite la explotación de la obra, así como la creación de obras derivadas, la distribución de las cuales también está permitida con la condición de que se haga referencia expresa al autor/a, es decir, que aparezca su nombre en cualquier uso o acto de explotación que se haga de la obra.