| dc.creator | Pino-Pasternak,Deborah | |
| dc.creator | Basilio,Marisol | |
| dc.creator | Whitebread,David | |
| dc.date | 2014-11-01 | |
| dc.date.accessioned | 2019-05-03T13:49:29Z | |
| dc.date.available | 2019-05-03T13:49:29Z | |
| dc.identifier | https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200004 | |
| dc.identifier.uri | http://revistaschilenas.uchile.cl/handle/2250/89107 | |
| 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. | |
| dc.format | text/html | |
| dc.language | en | |
| dc.publisher | Pontificia Universidad Católica de Chile | |
| dc.relation | 10.7764/psykhe.23.2.739 | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.source | Psykhe (Santiago) v.23 n.2 2014 | |
| dc.subject | self-regulated learning | |
| dc.subject | early childhood | |
| dc.subject | classroom interventions | |
| dc.title | Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms | |
