Differences in self-regulated learning in postgraduate students: an analysis relating age and gender to the use of strategies

Abstract

The first studies involving self-regulation in learning emerged in the 1980s when researchers began to analyze how students conducted learning independently. This study aims to analyze the implications of age and gender on the level of self-regulated learning in master and doctorate students in Accounting in Brazil. The results indicated that the gender variable significantly influences the student's self-regulated learning level. Relevant limitations of this study can be considered as opportunities for future research: the sample was taken from a specific audience; research may show a bias in common methods, and there was low participation of professional master students. Future studies may adopt different methodological strategies and/or involve more diverse samples or accompany students for longer.

Keywords

• aprendizagem autorregulada
• idade
• gênero
• educação contábil.