文章基本信息

标题：Aprendizaje de habilidades de autorregulación en niños de 5 a 7 años
本地全文：下载
作者：María Consuelo Sáiz Manzanares ; Miguel-Ángel Carbonero Martín ; José-María Román Sánchez 等
期刊名称：Universitas Psychologica
印刷版ISSN：2011-2777
出版年度：2014
卷号：13
期号：1
页码：371-380
语种：Spanish
出版社：Pontificia Universidad Javeriana
摘要：Self-regulation is a component of metacognition that is related to effective learning. This may be especially relevant in social disadvantaged environments. The objectives of this work are: (a) To check whether the teaching of self-regulation strategies to young children with social disadvantage, improves their problem solving skills; (b) To evaluate the effectiveness of a self-regulation strategies teaching program from the teachers’ perspective. For this purpose, a sample of 43 subjects aged between 5 and 7 was used. The results indicate that there are significant differences in skills involving attention, guided and autonomous state planning, covert planning and self-evaluation in cognitive and social problem-solving. Similarly, teachers consider that the program improved attention levels and generalization of strategies towards other curricular activities in their pupils. Consequently, the self-regulation strategies teaching program is considered as an effective and motivating tool for teaching in compensatory education environments (socially disadvantaged children).
其他摘要：Self-regulation is a component of metacognition that is related to effective learning. This may be especially relevant in social disadvantaged environments. The objectives of this work are: (a) To check whether the teaching of self-regulation strategies to young children with social disadvantage, improves their problem solving skills; (b) To evaluate the effectiveness of a self-regulation strategies teaching program from the teachers’ perspective. For this purpose, a sample of 43 subjects aged between 5 and 7 was used. The results indicate that there are significant differences in skills involving attention, guided and autonomous state planning, covert planning and self-evaluation in cognitive and social problem-solving. Similarly, teachers consider that the program improved attention levels and generalization of strategies towards other curricular activities in their pupils. Consequently, the self-regulation strategies teaching program is considered as an effective and motivating tool for teaching in compensatory education environments (socially disadvantaged children).
关键词：Compensatory education environments. Metacognitive training. Solving Problem Programs. Assessment Program. Socially disadvantaged children.;Estrategias de autorregulación. Metacognición. Análisis de tareas. Educación Primaria.
其他关键词：Compensatory education environments. Metacognitive training. Solving Problem Programs. Assessment Program. Socially disadvantaged children.