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Authors
Advisor(s)
Abstract(s)
This study researches how first-year engineering students perceived the influence of curricular activities
on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation
to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of
the teacher’s role. The results indicate that learners’ characteristics (motivation and self-efficacy) contribute
more to learner autonomy (LA) than the teaching–learning transaction (control and initiative), as
in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA
components and dimensions, but the differences were greater in motivation and initiative. The participants
with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom
tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers
as the main source of information. Therefore, LA plays an important role in teaching activities planning.
Suggestions for adjustments and more flexible learning scenarios are formulated.
Description
Keywords
Higher education Learner autonomy Curricular activities Teachers’ role
Pedagogical Context
Citation
Publisher
Taylor & Francis