SELF-REGULATED LEARNING AND READING COMPREHENSION: AN INTERVENTION STUDY
AUTORREGULACIÓN DEL APRENDIZAJE Y COMPRENSIÓN DE TEXTOS: ESTUDIO DE INTERVENCIÓN
| 2009 | |
|
autorregulación del aprendizaje comprensión de textos motivación self-regulated learning reading comprehension motivation |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/133
https://hdl.handle.net/10895/2847 |
|
| Acceso abierto |
| _version_ | 1815178696236990464 |
|---|---|
| author | Trías, Daniel |
| author2 | Huertas, Juan Antonio |
| author2_role | author |
| author_facet | Trías, Daniel Huertas, Juan Antonio |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Trías, Daniel Huertas, Juan Antonio |
| dc.date.accessioned.none.fl_str_mv | 2023-08-31T18:52:18Z |
| dc.date.available.none.fl_str_mv | 2023-08-31T18:52:18Z |
| dc.date.none.fl_str_mv | 2009-05-30 |
| dc.description.en-US.fl_txt_mv | The purpose of this intervention study is to assess the impact of teaching self-regulatory learning on reading comprehension and self-regulatory strategies. Eighty-one high school students from the city of Montevideo participated in the study. A quasi-experimental design was used; the experimental condition involved teaching a self-regulation strategy in the classroom over nine hours of regular classroom time. The control group was taught the same material by the same teacher with no self-regulation training intervention. Reading comprehension was assessed before and after the intervention, using questionnaires. Upon completion of the intervention, a think-aloud procedure was used in order to evaluate students’ use of self-regulation strategies. Subjects in the experimental group achieved significantly higher levels of reading comprehension. In addition, those students in the experimental group with lower academic performance especially benefited. In the experimental group, subjects exhibited self-regulation behaviors. The scopes of the utilized methodology and its potential for use in educational contexts are discussed. |
| dc.description.es-ES.fl_txt_mv | Evaluar el impacto de la enseñanza de la autorregulación del aprendizaje sobre la comprensión de textos y estrategias de autorregulación constituye el propósito del presente estudio de intervención. Participaron 81 estudiantes de bachillerato de Montevideo, Uruguay. En este estudio cuasi-experimental con grupo control, se asignó como condición experimental una metodología dirigida a la enseñanza de la autorregulación en contexto de aula, a cargo del docente y en nueve horas de clase. Se evaluó colectivamente la comprensión de textos, antes y después, utilizando cuestionarios. Finalizada la intervención, se utilizó una tarea de pensamiento en voz alta para evaluar estrategias de autorregulación. Los alumnos del grupo experimental alcanzaron niveles significativamente superiores de comprensión de textos. En ese grupo se beneficiaron especialmente los alumnos de rendimiento menor. Los sujetos del grupo experimental exhiben conductas de autorregulación. Se discuten los alcances de la metodología utilizada y sus posibilidades de utilización en la enseñanza. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/133 10.22235/cp.v3i1.133 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/2847 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/133/118 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2009 Ciencias Psicológicas http://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Ciencias Psicológicas; 2009; Volumen 3 (1); 7-15 |
| dc.source.es-ES.fl_str_mv | Ciencias Psicológicas; 2009; Volumen 3 (1); 7-15 |
| dc.source.none.fl_str_mv | 1688-4221 10.22235/cp.v3i1 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Ciencias Psicológicas; 2009; Volumen 3 (1); 7-15 |
| dc.subject.en-US.fl_str_mv | self-regulated learning reading comprehension motivation |
| dc.subject.es-ES.fl_str_mv | autorregulación del aprendizaje comprensión de textos motivación |
| dc.title.none.fl_str_mv | SELF-REGULATED LEARNING AND READING COMPREHENSION: AN INTERVENTION STUDY AUTORREGULACIÓN DEL APRENDIZAJE Y COMPRENSIÓN DE TEXTOS: ESTUDIO DE INTERVENCIÓN |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The purpose of this intervention study is to assess the impact of teaching self-regulatory learning on reading comprehension and self-regulatory strategies. Eighty-one high school students from the city of Montevideo participated in the study. A quasi-experimental design was used; the experimental condition involved teaching a self-regulation strategy in the classroom over nine hours of regular classroom time. The control group was taught the same material by the same teacher with no self-regulation training intervention. Reading comprehension was assessed before and after the intervention, using questionnaires. Upon completion of the intervention, a think-aloud procedure was used in order to evaluate students’ use of self-regulation strategies. Subjects in the experimental group achieved significantly higher levels of reading comprehension. In addition, those students in the experimental group with lower academic performance especially benefited. In the experimental group, subjects exhibited self-regulation behaviors. The scopes of the utilized methodology and its potential for use in educational contexts are discussed. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_a1509087aa1bb58cdd1f01ce521cc8a3 |
| identifier_str_mv | 10.22235/cp.v3i1.133 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/2847 |
| publishDate | 2009 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2009 Ciencias Psicológicas http://creativecommons.org/licenses/by/4.0 |
| spelling | Trías, DanielHuertas, Juan Antonio2009-05-302023-08-31T18:52:18Z2023-08-31T18:52:18Zhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/13310.22235/cp.v3i1.133https://hdl.handle.net/10895/2847The purpose of this intervention study is to assess the impact of teaching self-regulatory learning on reading comprehension and self-regulatory strategies. Eighty-one high school students from the city of Montevideo participated in the study. A quasi-experimental design was used; the experimental condition involved teaching a self-regulation strategy in the classroom over nine hours of regular classroom time. The control group was taught the same material by the same teacher with no self-regulation training intervention. Reading comprehension was assessed before and after the intervention, using questionnaires. Upon completion of the intervention, a think-aloud procedure was used in order to evaluate students’ use of self-regulation strategies. Subjects in the experimental group achieved significantly higher levels of reading comprehension. In addition, those students in the experimental group with lower academic performance especially benefited. In the experimental group, subjects exhibited self-regulation behaviors. The scopes of the utilized methodology and its potential for use in educational contexts are discussed. Evaluar el impacto de la enseñanza de la autorregulación del aprendizaje sobre la comprensión de textos y estrategias de autorregulación constituye el propósito del presente estudio de intervención. Participaron 81 estudiantes de bachillerato de Montevideo, Uruguay. En este estudio cuasi-experimental con grupo control, se asignó como condición experimental una metodología dirigida a la enseñanza de la autorregulación en contexto de aula, a cargo del docente y en nueve horas de clase. Se evaluó colectivamente la comprensión de textos, antes y después, utilizando cuestionarios. Finalizada la intervención, se utilizó una tarea de pensamiento en voz alta para evaluar estrategias de autorregulación. Los alumnos del grupo experimental alcanzaron niveles significativamente superiores de comprensión de textos. En ese grupo se beneficiaron especialmente los alumnos de rendimiento menor. Los sujetos del grupo experimental exhiben conductas de autorregulación. Se discuten los alcances de la metodología utilizada y sus posibilidades de utilización en la enseñanza.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/133/118Derechos de autor 2009 Ciencias Psicológicashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCiencias Psicológicas; 2009; Volumen 3 (1); 7-15Ciencias Psicológicas; 2009; Volumen 3 (1); 7-15Ciencias Psicológicas; 2009; Volumen 3 (1); 7-151688-422110.22235/cp.v3i1reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayautorregulación del aprendizajecomprensión de textosmotivaciónself-regulated learningreading comprehensionmotivationSELF-REGULATED LEARNING AND READING COMPREHENSION: AN INTERVENTION STUDYAUTORREGULACIÓN DEL APRENDIZAJE Y COMPRENSIÓN DE TEXTOS: ESTUDIO DE INTERVENCIÓNinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/28472023-08-31 15:52:18.857oai:liberi.ucu.edu.uy:10895/2847Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-08-31T18:52:18LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | SELF-REGULATED LEARNING AND READING COMPREHENSION: AN INTERVENTION STUDY Trías, Daniel autorregulación del aprendizaje comprensión de textos motivación self-regulated learning reading comprehension motivation |
| status_str | publishedVersion |
| title | SELF-REGULATED LEARNING AND READING COMPREHENSION: AN INTERVENTION STUDY |
| title_full | SELF-REGULATED LEARNING AND READING COMPREHENSION: AN INTERVENTION STUDY |
| title_fullStr | SELF-REGULATED LEARNING AND READING COMPREHENSION: AN INTERVENTION STUDY |
| title_full_unstemmed | SELF-REGULATED LEARNING AND READING COMPREHENSION: AN INTERVENTION STUDY |
| title_short | SELF-REGULATED LEARNING AND READING COMPREHENSION: AN INTERVENTION STUDY |
| title_sort | SELF-REGULATED LEARNING AND READING COMPREHENSION: AN INTERVENTION STUDY |
| topic | autorregulación del aprendizaje comprensión de textos motivación self-regulated learning reading comprehension motivation |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/133 https://hdl.handle.net/10895/2847 |
