COORDINATOR
Pedro Rosário is a Full Professor at the School of Psychology at the University of Minho. In 2000, he completed his PhD in Psychology.
He is the director of the Research Center in Psychology (CIPsi), rated excellent by the Foundation for Science and Technology (FCT).
Pedro Rosário teaches learning, motivation, and instruction at the graduation, master’s, and doctoral levels in Portugal and abroad (e.g., Spain, Chile, Brazil, Mozambique, Romania, and Albania).
He researches the processes of motivation and self-regulation of learning and directs the Research Group on Self-Regulated Learning (www.guia-psi.com) with 35 researchers.
He develops projects in this area for children and young people throughout their schooling.
Three examples with (inter)national repercussions: Cartas do Gervásio for university students, Sarilhos do Amarelo for children up to 10 years old, and MENTOR.
The European Union recognized the latter -teacher training program in mentoring for the Portuguese Min-Edu- as a good practice.
The effectiveness of these programs has been tested in several countries (e.g., Chile, Brazil, Mozambique, England, Japan, and Spain).
He has supervised 25 doctoral theses and published over 200 articles in scientific journals, 16 books, and 45 chapters. h-index – 35; ORCID ID – https://orcid.org/0000-0002-3221-1916.
The communications of this symposium address the overarching topic of agency in the educational context.
Individuals are expected to manage their cognitive, affective, and behavioral processes while interacting with environmental factors.
While doing this, individuals activate their agency.
Bandura (2001) described agency as “the power to originate action” (p. 3).
To self-regulate learning, learners must be able to make choices within relatively wide limits and act on their choices.
Without such latitude, learning is other-regulated rather than self-regulated.
Agency is the common term for this capacity to choose and act on choices.
The sociocognitive theory (SCT) emphasizes the role of individual agency in human learning.
The regulation of personal processes is inherently a particular context.
However, the individual (self) does not operate in isolation; on the contrary, it requires the efforts of other individuals and elements of the sociocultural environment to develop and operate in a self-set goal-directed manner.
SCT considers the self-as-agent to encompass three core features of human agency – forethought, self-reactiveness, and self-reflectiveness.
The following communications investigate motivational variables agency-related in diverse contexts, from health education topics such as the impact of celiac disease on healthy brothers to the socio-cultural aspects of minorities struggling to learn—for example, the study of motivational processes of Roma students at the university.
If you want to learn more about self-regulated learning and agency in education, pay a visit to this symposium; you will not regret your decision.