Training metacognitive and problem-solving strategies in children aged 5 to 7 years
It examines whether the metacognitive training improves the resolution of problems in children aged 5 to 7 years of compensatory education. The results indicate significant differences between the experimental group (13 children) and the control group (12 children) in self-regulation strategies (typ...
- Autores:
-
Sáiz Manzanares, María Consuelo
Román Sánchez, José María
- Tipo de recurso:
- Fecha de publicación:
- 2011
- Institución:
- Universidad de San Buenaventura
- Repositorio:
- Repositorio USB
- Idioma:
- spa
- OAI Identifier:
- oai:bibliotecadigital.usb.edu.co:10819/6613
- Acceso en línea:
- http://hdl.handle.net/10819/6613
- Palabra clave:
- Self-regulation strategies
Reasoning
Self-assessment strategies
Metacognition
Childhood education
Metacognitive training
Estrategias de autorregulación
Razonamiento
Estrategias de autoevaluación
Metacognición
Educación infantil
Entrenamiento metacognitivo
Solución de problemas (psicología)
Razonamiento infantil
Cognición
Educación de niños
- Rights
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
| Summary: | It examines whether the metacognitive training improves the resolution of problems in children aged 5 to 7 years of compensatory education. The results indicate significant differences between the experimental group (13 children) and the control group (12 children) in self-regulation strategies (type of reasoning) (p ≤ .001) and self-assessment strategies (p ≤ .01). Furthermore, the experimental group intragroup analysis detected significant differences in type of reasoning (p ≤ .01). Experimental evidence indicates that metacognitive training programs appear effective, at an early age to help develop selfregulation strategies and self. |
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