ABSTRACT
Basados en el marco del aprendizaje autorregulado, el presente estudio examinó en qué medida el rendimiento académico en matemáticas de los alumnos de enseñanza obligatoria (5º a 9º grado de escolaridad) puede ser explicado por variables cognitivo-motivacionales, socioeducativas y contextuales. Una muestra de 571 estudiantes (de edades entre 10 y 15 años) participaron en la investigación. Los resultados sugieren que el rendimiento en matemáticas se puede predecir por las variables: autoeficacia en matemáticas, fracaso escolar y autorregulación del aprendizaje, pero éstas, a su vez, también pueden ser explicadas por otras variables motivacionales (por ejemplo, establecimiento de metas escolares) y contextuales (por ejemplo, la disrupción escolar), lo que subraya la importancia de los procesos autorregulatorios y el papel que el contexto puede desempeñar en el desarrollo del éxito escolar. Se discuten las implicaciones educativas para la enseñanza-aprendizaje en estos niveles educativos (AU)
Based upon the self-regulated learning theoretical framework this study examined to what extent students Math school achievement (fifth to ninth graders from compulsory education) can be explained by different cognitive-motivational, social, educational, and contextual variables. A sample of 571 students (10 to 15 year old) enrolled in the study. Findings suggest that Math achievement can be predicted by self-efficacy in Math, school success and self-regulated learning and that these same variables can be explained by other motivational (ej., achievement goals) and contextual variables (school disruption) stressing this way the main importance of self-regulated learning processes and the role context can play in the promotion of school success. The educational implications of the results to the school levels taken are also discussed in the present paper (AU)
Subject(s)
Humans , Male , Female , Child , Adolescent , Learning/physiology , Learning Disabilities/psychology , Mathematics/methods , Teaching/methods , Mathematics/education , Mathematics/statistics & numerical data , Mathematics/standardsABSTRACT
Based upon the self-regulated learning theoretical framework this study examined to what extent students' Math school achievement (fifth to ninth graders from compulsory education) can be explained by different cognitive-motivational, social, educational, and contextual variables. A sample of 571 students (10 to 15 year old) enrolled in the study. Findings suggest that Math achievement can be predicted by self-efficacy in Math, school success and self-regulated learning and that these same variables can be explained by other motivational (ej., achievement goals) and contextual variables (school disruption) stressing this way the main importance of self-regulated learning processes and the role context can play in the promotion of school success. The educational implications of the results to the school levels taken are also discussed in the present paper.
Subject(s)
Educational Status , Forecasting , Mathematics , Models, Theoretical , Psychology, Adolescent , Psychology, Child , Adolescent , Adolescent Behavior , Child , Child Behavior , Cognition , Female , Goals , Humans , Learning , Male , Mathematics/education , Motivation , Personal Autonomy , Self Efficacy , Social Environment , Time ManagementABSTRACT
This paper provides information about the efficacy of a tutorial training program intended to enhance elementary fifth graders' study processes and foster their deep approaches to learning. The program "Testas's (mis)adventures" consists of a set of books in which Testas, a typical student, reveals and reflects upon his life experiences during school years. These life stories are nothing but an opportunity to present and train a wide range of learning strategies and self-regulatory processes, designed to insure students' deeper preparation for present and future learning challenges. The program has been developed along a school year, in a one hour weekly tutorial sessions. The training program had a semi-experimental design, included an experimental group (n=50) and a control one (n=50), and used pre- and posttest measures (learning strategies' declarative knowledge, learning approaches and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge of learning strategies and in their deep approach to learning, consequently lowering their use of a surface approach. In spite of this, in what concerns to academic achievement, no statistically significant differences have been found.
Subject(s)
Learning , Teaching Materials , Test Taking Skills , Child , Educational Status , Female , Focus Groups , Humans , Male , Models, Theoretical , Program EvaluationABSTRACT
En este artículo se aporta información sobre la eficacia de un programa tutorial para la mejora de los procesos de estudio y promoción de enfoques profundos de aprendizaje. El programa «(Des)venturas de Testas» se organiza en torno a un conjunto de libros que relatan las experiencias vividas por Testas, un alumno típico, a lo largo de su escolaridad. Estas historias constituyen la oportunidad para trabajar un amplio repertorio de estrategias de aprendizaje y procesos de autorregulación, pretendiendo capacitar a los alumnos para aprendizajes actuales y futuros más profundos. El programa se llevó a cabo durante un curso académico, una hora semanal en clases de tutoría. El diseño utilizado fue cuasi-experimental, con grupo experimental (n= 50) y grupo control (n= 49), y medidas pre y postest (conocimiento declarativo de estrategias de aprendizaje, enfoques de aprendizaje y rendimiento académico). Los datos obtenidos muestran que los alumnos que participan en el programa de capacitación, en relación a sus compañeros del grupo control, mejoran significativamente en cuanto al dominio de conocimiento declarativo respecto de las estrategias de aprendizaje y del enfoque profundo, y disminuye el uso de un enfoque de estudio superficial, aunque no se obtienen mejoras estadísticamente significativas en el rendimiento académico (AU)
This paper provides information about the efficacy of a tutorial training program intended to enhance elementary fifth graders study processes and foster their deep approaches to learning. The program «Testass (mis) adventures» consists of a set of books in which Testas, a typical student, reveals and reflects upon his life experiences during school years. These life stories are nothing but an opportunity to present and train a wide range of learning strategies and self-regulatory processes, designed to insure students deeper preparation for present and future learning challenges. The program has been developed along a school year, in a one hour weekly tutorial sessions. The training program had a semi-experimental design, included an experimental group (n=50) and a control one (n=50), and used pre- and posttest measures (learning strategies declarative knowledge, learning approaches and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge of learning strategies and in their deep approach to learning, consequently lowering their use of a surface approach. In spite of this, in what concerns to academic achievement, no statistically significant differences have been found (AU)
