| dc.contributor | | es-ES |
| dc.creator | Pino-Pasternak, Deborah; University of Cambridge | |
| dc.creator | Basilio, Marisol; University of Cambridge | |
| dc.creator | Whitebread, David; University of Cambridge | |
| dc.date | 2014-11-04 | |
| dc.date.accessioned | 2020-10-29T15:02:48Z | |
| dc.date.available | 2020-10-29T15:02:48Z | |
| dc.identifier | http://www.psykhe.cl/index.php/psykhe/article/view/739 | |
| dc.identifier | 10.7764/psykhe.23.2.739 | |
| dc.identifier.uri | https://revistaschilenas.uchile.cl/handle/2250/157301 | |
| dc.description | This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through a purposive sample of primary schools, both studies investigated the effects of collaborative problem solving, play, and dialogue on children’s SRL and academic achievement, following quasi-experimental pre- and post-test designs, comprising concurrent (Study 1) and retrospective (Study 2) comparison groups. Assessment and intervention data was video recorded and coded. In Study 1 the intervention group (57 1st grade students) participated in 8 collaborative problem-solving activities. ANOVAs analysis revealed improvements in declarative and monitoring aspects of SRL with enhanced improvements for initially low SRL students. In Study 2 (ongoing; 108 1st, 3rd, and 5th grade students) participants engage in 12 episodes of pretence and constructional play involving LEGO©, used to stimulate the generation of different genres of texts. Preliminary findings indicate positive uptake of the programme by students and teachers. | es-ES |
| dc.format | application/pdf | |
| dc.language | eng | |
| dc.publisher | Pontificia Universidad Católica de Chile | es-ES |
| dc.relation | http://www.psykhe.cl/index.php/psykhe/article/view/739/pdf_39 | |
| dc.rights | Una vez aceptado un artículo, los autores firmarán un formulario de transferencia de los derechos del artículo a Psykhe.El autor conservará los derechos intelectuales de la obra y transfiere los derechos patrimoniales a Psykhe. | es-ES |
| dc.rights | Once an article is accepted, authors will sign a form for transferring the rights of the article to Psykhe.The authors preserve the copyright of their work but transfer their royalties to Psykhe. | en-US |
| dc.source | Psykhe; Volumen 23, Número 2 (2014) | es-ES |
| dc.source | Psykhe; Volumen 23, Número 2 (2014) | en-US |
| dc.source | 07182228 | |
| dc.source | 07170297 | |
| dc.subject | | es-ES |
| dc.subject | self-regulated learning, early childhood, classroom interventions | es-ES |
| dc.title | Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms | es-ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | | en-US |
| dc.type | | es-ES |
| dc.type | | es-ES |
| dc.type | | pt-BR |
