ABSTRACT
In this article, some of most relevant programs of self-regulation of academic learning in the sphere of higher education were reviewed. Although there are quite a few of them, we reviewed only the interventions whose contents had been implemented in e-learning modalities or had been supported by the new information and communication technologies. For this task, we arranged the programs along a continuum that ranged from those that deal with the development of self-regulatory competences by indirect training of such competences to the programs whose impact on such competences is much more direct. Lastly, we provide information about a program that our research team is developing and implementing as a pilot study, and whose preliminary results seem highly satisfactory.
Subject(s)
Education/methods , Internet , Learning , Humans , SoftwareABSTRACT
In this article, some of most relevant programs of self-regulation of academic learning in the sphere of higher education were reviewed. Although there are quite a few of them, we reviewed only the interventions whose contents had been implemented in e-learning modalities or had been supported by the new information and communication technologies. For this task, we arranged the programs along a continuum that ranged from those that deal with the development of self-regulatory competences by indirect training of such competences to the programs whose impact on such competences is much more direct. Lastly, we provide information about a program that our research team is developing and implementing as a pilot study, and whose preliminary results seem highly satisfactory(AU)
En este artículo se han revisado algunos de los programas más relevantes de autorregulación del aprendizaje académico en el ámbito de la educación superior. Aunque existe un gran número de ellos, se ha fijado la revisión en aquellas intervenciones en las que los contenidos se han implantado en modalidades elearning o ayudados por las nuevas tecnologías de la información y la comunicación humana. Para esta tarea, se ordenaron los programas en un continuo que va desde aquellos que trabajan en el desarrollo de competencias autorregulatorias mediante el entrenamiento indirecto de tales competencias, hasta otros cuyo trabajo sobre dichas competencias es mucho más directo. En último lugar se ha informado de un programa que nuestro equipo de investigación está desarrollando, e implementando de manera piloto, y cuyos resultados preliminares parecen ser altamente satisfactorios(AU)
Subject(s)
Humans , Male , Female , Learning , 35174 , Information Technology/methods , Information Technology/policies , Information Services/trends , Information Services , Information Technology/ethics , Communication , Computer Communication Networks/standards , Computer Communication NetworksABSTRACT
The aim of the present study is to provide additional information to highlight some aspects concerning the relationship between thinking styles and academic achievement. In order to understand the extent to which thinking styles predict academic achievement, 1466 students, between 12 and 16 years old, from first to fourth grades of Compulsory Secondary Education (Spanish ESO) took part in the research. A parsimonious model of covariances was assumed in each of the four samples corresponding to the four different grades of Secondary School as well as in the total sample. Data show that thinking styles significantly explain part of the variance of academic achievement, although only about 10%.
Subject(s)
Adolescent Development , Child Development , Educational Status , Learning , Psychology, Adolescent , Psychology, Child , Thinking/classification , Adolescent , Attitude , Child , Executive Function , Female , Humans , Judgment , Male , Surveys and QuestionnairesABSTRACT
En este estudio se pretende aportar información adicional sobre algunos de los aspectos que no parecen todavía estar suficientemente claros respecto de la relación entre estilos de pensamiento y rendimiento académico. En concreto, se pretende obtener más información a propósito de la capacidad predictiva de los estilos de pensamiento sobre el rendimiento académico de 1.466 estudiantes de 1º a 4º de la Enseñanza Secundaria Obligatoria -ESO- (12 a 16 años, aproximadamente). Se ha planteado un modelo parsimonioso de estructuras de covarianza y se ha contrastado en cuatro muestras de estudiantes correspondientes a los cuatro cursos de la ESO, así como para la muestra total. Los resultados obtenidos muestran que si bien los estilos intelectuales explican significativamente parte de la varianza del rendimiento académico, ésta sólo está sobre el 10% (AU)
The aim of the present study is to provide additional information to highlight some aspects concerning the relationship between thinking styles and academic achievement. In order to understand the extent to which thinking styles predict academic achievement, 1466 students, between 12 and 16 years old, from first to fourth grades of Compulsory Secondary Education (Spanish ESO) took part in the research. A parsimoniousmo del of covariances was assumed in each of the four samples corresponding to the four different grades of Secondary School as well as in the total sample. Data show that thinking styles significantly explain part of the variance of academic achievement, although only about 10% (AU)
Subject(s)
Humans , Male , Female , Adolescent , Thinking/physiology , Adolescent Behavior/psychology , Adolescent Psychiatry/methods , Psychology, Adolescent/methods , Psychology, Adolescent/trends , Teaching/trends , Students/psychology , Underachievement , Analysis of Variance , Education/methods , Education/trends , Surveys and QuestionnairesABSTRACT
¿Es posible aprender a atender? En el presente artículo se informa del desarrollo, aplicación y contrastación de un programa de intervención para la mejora de la atención selectiva y sostenida en estudiantes de 5 a 19 años, todos escolarizados y con dificultades para la realización de los aprendizajes escolares correspondientes a su edad. En el estudio participaron dos grupos de estudiantes: uno con dificultades en atención selectiva y otro con dificultades en atención sostenida. El grupo de dificultades en atención selectiva estuvo formado por 102 sujetos, de los cuales 59 constituyeron el grupo experimental y 43 el grupo control. El grupo de estudiantes con dificultades en atención sostenida estuvo formado por 106 sujetos, de los cuales 58 participaron como grupo experimental y 48 como grupo control. Los resultados indican que este tipo de intervenciones (en las que se combina terapia visual, activación cortical y entrenamiento con bancos de actividades) son eficaces para la mejora de los déficits de atención, tanto selectiva como sostenida
Is it possible to learn to attend? The purpose of this article is to provide information about the development, administration, and contrast of an intervention program to improve selective and sustained attention in students from 5 to 19 years of age, all attending school, and with difficulties to learn the academic materials corresponding to their age. Two groups participated in the study: one with difficulties in selective attention and the other with difficulties in sustained attention. The group with selective attention difficulties was made up of 102 students, of whom 59 made up the experimental group and 43 the control group. The group of students with difficulties in sustained attention was made up of 106 students, of whom 58 participated as the experimental group and 48 as the control group. The results indicate that this kind of intervention (which combines visual therapy, cortical activation, and training with activity banks) is effective to improve attentional deficits, both at the level of selective attention and of sustained attention
Subject(s)
Humans , Male , Female , Child, Preschool , Child , Adolescent , Attention Deficit Disorder with Hyperactivity/therapy , Learning Disabilities/therapy , Case-Control Studies , Evaluation of Results of Therapeutic Interventions , AptitudeABSTRACT
Is it possible to learn to attend? The purpose of this article is to provide information about the development, administration, and contrast of an intervention program to improve selective and sustained attention in students from 5 to 19 years of age, all attending school, and with difficulties to learn the academic materials corresponding to their age. Two groups participated in the study: one with difficulties in selective attention and the other with difficulties in sustained attention. The group with selective attention difficulties was made up of 102 students, of whom 59 made up the experimental group and 43 the control group. The group of students with difficulties in sustained attention was made up of 106 students, of whom 58 participated as the experimental group and 48 as the control group. The results indicate that this kind of intervention (which combines visual therapy, cortical activation, and training with activity banks) is effective to improve attentional deficits, both at the level of selective attention and of sustained attention.
