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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Autores principales:	Osés Bargas, Rosa María, Aguayo Chan, Jorge Carlos, Duarte Briceño, Efraín, Ortega, Jorge Isaac
Formato:	info:eu-repo/semantics/article
Lenguaje:	spa
Publicado:	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2014
Materias:	Self-regulation Educational intervention Secondary education. Autorregulación Intervención educativa Educación secundaria
Acceso en línea:	https://redie.uabc.mx/index.php/redie/article/view/692
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id	repositorioinstitucional-20.500.12930-6159
record_format	dspace
spelling	repositorioinstitucional-20.500.12930-61592023-05-09T15:05:08Z 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. 2014-04-30 2021-06-03T03:05:26Z 2021-06-03T03:05:26Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/692 https://hdl.handle.net/20.500.12930/6159 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 text/html application/pdf REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 16 No. 1 (2014) Revista Electrónica de Investigación Educativa; Vol. 16 Núm. 1 (2014) 1607-4041
institution	Repositorio Institucional
collection	DSpace
language	spa
topic	Self-regulation Educational intervention Secondary education. Autorregulación Intervención educativa Educación secundaria
spellingShingle	Self-regulation Educational intervention Secondary education. Autorregulación Intervención educativa Educación secundaria 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
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.
format	info:eu-repo/semantics/article
author	Osés Bargas, Rosa María Aguayo Chan, Jorge Carlos Duarte Briceño, Efraín Ortega, Jorge Isaac
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
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_	1792610079569084416

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

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