Resenha do livro Estude como um campeão: um guia baseado na Psicologia para hábitos de estudos “nota 10”

Roberta Ekuni de Souza

doi:10.18675/1981-8106.v34.n.67.s17579

Study like a champ - the Psychology-based guide to “grade A” study habits

Authors

Roberta Ekuni de Souza Universidade Estadual de Londrina https://orcid.org/0000-0003-1490-0184

DOI:

https://doi.org/10.18675/1981-8106.v34.n.67.s17579

Keywords:

book review

Abstract

Resenha do livro:

GURUNG, R.; DUNLOSKY, J. Study like a champ: the Psychology-based guide to “grade A” study habits. APALifeTools, 2023, 224p.

References

BLASIMAN, R.; DUNLOSKY, J.; RAWSON, K. The what, how much, and when of study strategies: comparing intended versus actual study behaviour. Memory, v. 25, n. 6, p. 784-792, 2017. Disponível em: https://doi.org/10.1080/09658211.2016.1221974. Acesso em: 5 abr. 2023.

BROWN-KRAMER, C. Improving students’ study habits and course performance with a “learning how to learn” assignment. Teaching of Psychology, v. 48, n. 1, p. 48-54, 2021. Disponível em: https://doi.or/10.1177/0098628320959926. Acesso em: 5 abr. 2023.

CREDÉ, M.; KUNCEL, N. Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on psychological science, v. 3, n. 6, p. 425-453, 2008. Disponível em: https://doi.org/10.1111/j.1745-6924.2008.00089. Acesso em: 5 abr. 2023.

DUNLOSKY, J. et al. Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, v. 14, n. 1, p. 4-58, 2013. Disponível em: https://doi.org/10.1177/1529100612453266. Acesso em: 5 abr. 2023.

EKUNI, R. et al. A conceptual replication of survey research on study strategies in a diverse, non-WEIRD student population. Scholarship of Teaching and Learning in Psychology, v. 8, n. 1, p. 1, 2022. Disponível em: https://doi.org/10.1037/stl0000191. Acesso em: 5 abr. 2023.

EKUNI, R.; POMPÉIA, S. O impacto da divulgação científica na perpetuação de neuromitos na educação. Revista da Biologia, v. 15, n. 1, p. 21-28, 2016. Disponível em: https://doi.org/10.7594/revbio.15.01.01. Acesso em: 5 abr. 2023.

EKUNI, R.; POMPEIA, S.; AGARWAL, P. Are study strategies universal? A call for more research with diverse non-WEIRD students. In: OVERSON, C.; HAKALA, C.; KORDONOWY, L.; BENASSI, V. (ed.), In their own words: What scholars and teachers want you to know about why and how to apply the science of learning in your academic setting, p. 316-327. Society for the Teaching of Psychology. Disponível em: https://teachpsych.org/ebooks/itow. Acesso em: 5 abr. 2023.

HATTIE, J. The applicability of visible learning to higher education. Scholarship of teaching and learning in psychology, v. 1, n. 1, p. 79, 2015. Disponível em: https://doi.org/10.1037/stl0000021. Acesso em: 5 abr. 2023.

KARPICKE, J.; BUTLER, A.; ROEDIGER III, H. Metacognitive strategies in student learning: do students practice retrieval when they study on their own? Memory, v. 17, n. 4, p. 471-479, 2009. Disponível em: https://doi.org/10.1080/09658210802647009. Acesso em: 5 abr. 2023.

KORNELL, N.; SON, L. Learners’ choices and beliefs about self-testing. Memory, v. 17, n. 5, p. 493-501, 2009. Disponível em: https://doi.org/10.1080/09658210902832915. Acesso em: 5 abr. 2023.

LIMA FILHO, R.; BRUNI, A. Metacognitive awareness inventory: Tradução e validação a partir de uma análise fatorial confirmatória. Psicologia: ciência e profissão, v. 35, p. 1275-1293, 2015. Disponível em: https://doi.org/10.1590/1982-3703002292013. Acesso em: 5 abr. 2023.

MOREHEAD, K.; RHODES, M.; DELOZIER, S. Instructor and student knowledge of study strategies. Memory, v. 24, n. 2, p. 257-271, 2016. Disponível em: https://doi.org/10.1080/09658211.2014.1001992. Acesso em: 5 abr. 2023.

SIGMAN, M. et al. Neuroscience and education: prime time to build the bridge. Nature neuroscience, v. 17, n. 4, p. 497-502, 2014. Disponível em: https://doi.org/10.1038/nn.3672. Acesso em: 5 abr. 2023.

SLAVIN, R. How evidence-based reform will transform research and practice in education. Educational Psychologist, v. 55, n. 1, p. 21-31, 2020. Disponível em: https://doi.org/10.1080/00461520.2019.1611432. Acesso em: 5 abr. 2023.

Downloads

PDF (Português (Brasil))

Published

2023-12-12

How to Cite

SOUZA, R. E. de. Study like a champ - the Psychology-based guide to “grade A” study habits. Educação: Teoria e Prática, [S. l.], v. 34, n. 67, p. e28[2024], 2023. DOI: 10.18675/1981-8106.v34.n.67.s17579. Disponível em: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/17579. Acesso em: 17 nov. 2024.

Download Citation

Issue

Vol. 34 No. 67 (2024): Publicação contínua

Section

Resenhas

License

Authors who publish in this journal agree to the following terms:

a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.

b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.

c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party This work is licensed under a Creative Commons License