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

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dc.creatorOsés Bargas, Rosa María
dc.creatorAguayo Chan, Jorge Carlos
dc.creatorDuarte Briceño, Efraín
dc.creatorOrtega, Jorge Isaac
dc.date2014-04-30
dc.date.accessioned2021-06-03T03:05:26Z
dc.date.available2021-06-03T03:05:26Z
dc.descriptionThe 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.en-US
dc.descriptionThe 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.es-ES
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dc.identifierhttps://redie.uabc.mx/index.php/redie/article/view/692
dc.identifier.uri https://hdl.handle.net/20.500.12930/6159
dc.languagespa
dc.publisherREDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).es-ES
dc.relationhttps://redie.uabc.mx/index.php/redie/article/view/692/869
dc.relationhttps://redie.uabc.mx/index.php/redie/article/view/692/901
dc.rightsDerechos de autor 2019 Revista Electrónica de Investigación Educativaes-ES
dc.sourceRevista Electrónica de Investigación Educativa; Vol. 16 No. 1 (2014)en-US
dc.sourceRevista Electrónica de Investigación Educativa; Vol. 16 Núm. 1 (2014)es-ES
dc.source1607-4041
dc.subjectSelf-regulationen-US
dc.subjectEducational interventionen-US
dc.subjectSecondary education.en-US
dc.subjectAutorregulaciónes-ES
dc.subjectIntervención educativaes-ES
dc.subjectEducación secundariaes-ES
dc.titleSelf-Regulation and the Effects of an Educational Intervention in Secondary Educationen-US
dc.titleAutorregulación y los efectos de una intervención educativa en secundariaes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
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