Self-Regulation and the Effects of an Educational Intervention in Secondary Education

Self-Regulation and the Effects of an Educational Intervention in Secondary Education

The purpose of this paper was to foster the first grade students’ self-regulatory learning skills in a public elemental secondary school through an educational intervention program that allows them to acquire effective study skills to improve academic performance. The whole population of first grade...

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主要な著者: Osés Bargas, Rosa María, Aguayo Chan, Jorge Carlos, Duarte Briceño, Efraín, Ortega, Jorge Isaac
フォーマット: Online
言語:spa
出版事項: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2014
オンライン･アクセス:https://redie.uabc.mx/index.php/redie/article/view/692
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spelling redie-article-6922020-12-14T19:33:19Z Self-Regulation and the Effects of an Educational Intervention in Secondary Education Autorregulación y los efectos de una intervención educativa en secundaria Osés Bargas, Rosa María Aguayo Chan, Jorge Carlos Duarte Briceño, Efraín Ortega, Jorge Isaac Self-regulation Educational intervention Secondary education. Autorregulación Intervención educativa Educación secundaria The purpose of this paper was to foster the first grade students’ self-regulatory learning skills in a public elemental secondary school through an educational intervention program that allows them to acquire effective study skills to improve academic performance. The whole population of first grade (226) classified into six classrooms labeled from A to F was participated. The Flores and Cerino (2000) Self-regulation Questionnaire was used. It was an applied research with a time series design with static groups (Mertens, 2005). The outcomes show that the educational intervention program had an impact only on support and meta-cognitive factors in classroom A, and on the cognitive factor in classrooms A and D. In conclusion, it is important to point out the professors’ meaningful role in teaching these processes as well as the use of other methods to assess the development of the sel-regulation processes. The purpose of this paper was to foster the first grade students’ self-regulatory learning skills in a public elemental secondary school through an educational intervention program that allows them to acquire effective study skills to improve academic performance. The whole population of first grade (226) classified into six classrooms labeled from A to F was participated. The Flores and Cerino (2000) Self-regulation Questionnaire was used. It was an applied research with a time series design with static groups (Mertens, 2005). The outcomes show that the educational intervention program had an impact only on support and meta-cognitive factors in classroom A, and on the cognitive factor in classrooms A and D. In conclusion, it is important to point out the professors’ meaningful role in teaching these processes as well as the use of other methods to assess the development of the sel-regulation processes. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2014-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/692 Revista Electrónica de Investigación Educativa; Vol. 16 No. 1 (2014) Revista Electrónica de Investigación Educativa; Vol. 16 Núm. 1 (2014) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/692/869 https://redie.uabc.mx/index.php/redie/article/view/692/901 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Osés Bargas, Rosa María
Aguayo Chan, Jorge Carlos
Duarte Briceño, Efraín
Ortega, Jorge Isaac
spellingShingle Osés Bargas, Rosa María
Aguayo Chan, Jorge Carlos
Duarte Briceño, Efraín
Ortega, Jorge Isaac
Self-Regulation and the Effects of an Educational Intervention in Secondary Education
author_facet Osés Bargas, Rosa María
Aguayo Chan, Jorge Carlos
Duarte Briceño, Efraín
Ortega, Jorge Isaac
author_sort Osés Bargas, Rosa María
title Self-Regulation and the Effects of an Educational Intervention in Secondary Education
title_short Self-Regulation and the Effects of an Educational Intervention in Secondary Education
title_full Self-Regulation and the Effects of an Educational Intervention in Secondary Education
title_fullStr Self-Regulation and the Effects of an Educational Intervention in Secondary Education
title_full_unstemmed Self-Regulation and the Effects of an Educational Intervention in Secondary Education
title_sort self-regulation and the effects of an educational intervention in secondary education
description The purpose of this paper was to foster the first grade students’ self-regulatory learning skills in a public elemental secondary school through an educational intervention program that allows them to acquire effective study skills to improve academic performance. The whole population of first grade (226) classified into six classrooms labeled from A to F was participated. The Flores and Cerino (2000) Self-regulation Questionnaire was used. It was an applied research with a time series design with static groups (Mertens, 2005). The outcomes show that the educational intervention program had an impact only on support and meta-cognitive factors in classroom A, and on the cognitive factor in classrooms A and D. In conclusion, it is important to point out the professors’ meaningful role in teaching these processes as well as the use of other methods to assess the development of the sel-regulation processes.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2014
url https://redie.uabc.mx/index.php/redie/article/view/692
_version_ 1715723544564858880

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