scholarly journals EFICACIA DE UN PROGRAMA DE ESCRITURA ORIENTADO METACOGNITIVAMENTE EN ALUMNOS DE 3º A 6º GRADO DE EDUCACIÓN PRIMARIA CON DIFICULTADES DE APRENDIZAJE EN ESCRITURA

2017 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Sandra Limia González ◽  
Manuel Deaño Deaño ◽  
Ángeles Conde Rodríguez ◽  
Valentín Iglesias-Sarmiento ◽  
Sonia Alfonso Gil ◽  
...  
Keyword(s):  
Cognitive Processes ◽  
Intervention Program ◽  
Self Regulation ◽  
Sixth Grade ◽  
Control Measures ◽  
Control Group ◽  
Measuring Instruments ◽  
Writing Intervention ◽  
Educación Primaria ◽  
Control Post

Abstract.EFFECTIVENESS OF A METACOGNITIVELY-ORIENTED SCRIPTURE PROGRAM IN STUDENTS FROM 3TH TO 6TH GRADES OF PRIMARY EDUCATION WITH LEARNING DIFFICULTIES IN SCRIPTUREThe present study aims to show the effects of a writing instruction program that uses the facilitation of planning as a means to improve students’ written compositions. The sample consisted of 13 students from third to sixth grade in a concert ourensano center with learning disabilities in writing and other specific necessities of educative support ; their ages ranged from 8 to 11 years. Using a two-group design and post control measures, the writing intervention program was applied to these students in 24 sessions with a frequency of three sessions per week over two months; the control group post received traditional education through its group of class. Measuring instruments of cognitive processes and writing processes were used for the experimental and control group. The analysis of variance indicate that the writing intervention program is effective in improving students’ written competence of the sample with LD in writing, as compared to their control, the highest scores of their classes reach a performance equal to the one of the best in the most complex aspects of writing. Furthermore, the analysis suggests the relevant role of cognitive planning in writing composition.Keywords: writing, cognitive planning, planning facilitation, self-regulation, verbalization, cognitive processes, writers processes, strategies, primary education.Resumen.El presente estudio pretende mostrar los efectos de un programa de instrucción en escritura que utiliza la facilitación de la planificación como medio para mejorar las composiciones escritas de los alumnos. La muestra estaba compuesta por 13 alumnos de segundo y tercer ciclo de Educación Primaria en un centro concertado ourensano, con dificultades en el aprendizaje en escritura y otras Necesidades Específicas de Apoyo Educativo; sus edades estaban comprendidas entre los 8 y los 11 años. Mediante un diseño de dos grupos y medidas de control post se aplicó a estos alumnos el programa de intervención en escritura estructurada en 24 sesiones, con una frecuencia de tres sesiones semanales, a lo largo de dos meses; el grupo de control post recibió la enseñanza tradicional a través de su grupo de clase. Se utilizaron instrumentos de medida de procesos cognitivos y procesos escritores para el grupo experimental y control. Los análisis de varianza realizados indican que el programa de intervención en escritura, resulta eficaz para mejorar la competencia escrita de los alumnos de la muestra con DA en escritura, ya que comparados con sus controles, los de más altas puntuaciones de sus clases alcanzan un funcionamiento igual al de los mejores en los aspectos más complejos de la escritura. Asimismo, el análisis realizado sugiere el papel relevante que juega la planificación cognitiva en el proceso de composición escrita.Palabras Clave: escritura, planificación cognitiva, facilitación de la planificación, autoregulación, verbalización, procesos cognitivos, procesos escritores, estrategias, educación primaria.

scholarly journals Efectos de una competición de fútbol basada en la Liga Brave sobre el fair play, las orientaciones de meta, el esfuerzo y la presión-tensión en escolares de educación primaria

2019 ◽  
Vol 8 (2) ◽  
pp. 65-72
Author(s):  
P. Lis-Velado ◽  
A. Carriedo
Keyword(s):  
Goal Orientation ◽  
Intervention Program ◽  
Control Group ◽  
Fair Play ◽  
Competitive System ◽  
Perceived Effort ◽  
The Subject ◽  
Educación Primaria ◽  
State Schools ◽  
Experimental Group

Se examinó la repercusión de la novedosa Liga Brave (2015) sobre las orientaciones de meta, el fair play, el esfuerzo, y la presión-tensión en 92 estudiantes de 2 colegios (grupo control: n = 45; grupo experimental: n = 47) con una media de edad de 10,38 años (DE =0,55). Durante 3 sesiones, el grupo control participó en una liga de fútbol sala tradicional, mientras que el grupo experimental participó en un sistema competitivo basado en el innovador formato de la Liga Brave (2015), donde las conductas de fair play determinan el orden en la clasificación. Se realizaron varias pruebas de contrastes de medias intra-sujetos, cuyos resultados reflejaron que el grupo experimental aumentó significativamente en la orientación a la tarea y en el esfuerzo percibido. Estos resultados sugieren que formatos competitivos como el que se propone podrían repercutir positivamente en la orientación a la tarea y en el esfuerzo durante las competiciones deportivas. This research analyzed the Brave League (2015) effects on the goal orientation, the fair play, the effort and the pressure-tension on 92 pupils from two state schools (control group: n = 45 and experimental group: n = 47) with an age average of 10.38 years (SD = 0.55). The Intervention program was applied to both groups in 3 sessions of one hour; the control group created an indoor football league, whereas the experimental group continued to elaborate a competitive system based on the Brave League (2015) format, where the conducts of fair play establish the order in the classification. Several contrast tests were taken of the subject average, which results showed that the trial group increased the orientation towards the task) and the perceived effort. These results infer that the competitive formats like the proposed could affect positively the orientation towards the task and the effort throughout the sports competitions.

scholarly journals El Colpbol como un medio para incrementar la motivación en Educación Primaria (The Colpbol as a means to increase motivation in Primary Education)

Retos ◽  
2019 ◽  
pp. 348-353
Author(s):  
Andrea Hernández Martínez ◽  
Ismael Martínez Urbanos ◽  
Sebastián Carrión Olivares
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Intervention Program ◽  
The Other ◽  
Control Group ◽  
Educational Context ◽  
Vital Importance ◽  
Educación Primaria ◽  
Determining Factor ◽  
Experimental Group

El presente trabajo tiene como objetivo principal resaltar la vital importancia que tiene la motivación en el contexto educativo. Para ello, se presenta el desarrollo de una propuesta de intervención basada en el factor novedad como elemento mediador para incrementar la motivación de los alumnos en las clases de Educación Física. Para su puesta en práctica, se diseñó una Unidad Didáctica, la cual fue implementada con el grupo experimental, incluyendo como factor novedad un juego alternativo desconocido para el alumnado, el Colpbol. Por otra parte, con el grupo control se trabajaron aquellos contenidos que recogía la programación didáctica en el momento del curso en el que se llevó a cabo el estudio. Finalmente, mediante el instrumento BNSGS-Evento, se comparó el grado de motivación del alumnado en los factores que lo componen, mostrando mejoras en el grupo experimental con respecto al grupo control, siendo la novedad un factor determinante en la motivación que los alumnos presentan en las clases de Educación Física. Abstract. The main aim of this work is to highlight the vital importance of motivation in the educational context. To do this, the development of an intervention based on novelty as a mediating element to increase students’ motivation in Physical Education lessons is proposed. A work unit was designed to implement the program on an experimental group, including an alternative game, Colpbol, unknown by the students, as the novelty element. On the other hand, the control group was presented with the contents already included in the didactic program for the duration of the period corresponding to the intervention program. Students’ motivation degree was compared based on its factors through the BNSGS-Event instrument, showing improvements in the experimental group with respect to the control group, being novelty a determining factor in the motivation that students reported in the Physical Education lessons.

scholarly journals Diseño y evaluación de un programa para la mejora de la condición física en Educación Primaria: efecto sobre la autoestima y la intención de ser activo

2021 ◽  
Vol 10 (1) ◽  
pp. 107-112
Author(s):  
D. Zamorano García ◽  
JG. Fernández Bustos ◽  
JP. Vállez Gómez
Keyword(s):  
Physical Fitness ◽  
Primary Education ◽  
Self Esteem ◽  
Social Health ◽  
Control Group ◽  
Measuring Instruments ◽  
Physically Active ◽  
Quasi Experimental ◽  
Educación Primaria ◽  
Experimental Group

El objetivo fue diseñar un programa para mejorar la condición física y evaluar su efecto sobre la intencionalidad de seguir siendo activo y autoestima general. Se diseñó un programa de 8 semanas de actividades para mejorar la condición física en Educación Física, además de actividad física deportiva en los recreos. El diseño cuasiexperimental incluyó 70 escolares (39 grupo experimental; 31 grupo control) de 6º de Educación Primaria. Como instrumentos de medida se utilizaron la batería ALPHA-Fitness de alta prioridad, la Escala de intencionalidad de ser físicamente activo en Educación Primaria, y el Cuestionario Multimedia y Multilingüe de Evaluación de la Autoestima. Se encontró efectividad del programa en todas las variables estudiadas, en especial en la mejora de la capacidad cardiorrespiratoria, la capacidad de salto y la dimensión socioafectiva de la autoestima. Se destaca la importancia de estos programas en la mejora de la salud física, psicológica y social del alumnado. The objective was to design a program to improve physical fitness and evaluate its effect on the intent to remain active and general self-esteem. An 8-week program of activities was designed to improve physical fitness in Physical Education, in addition to sports physical activity at recess. The quasi-experimental design included 70 schoolchildren (39 experimental group; 31 control group) from 6th grade of Primary Education. The high priority ALPHA-Fitness battery, the intentionality scale of being physically active in Primary Education, and the Multimedia and Multilingual Self-esteem Evaluation Questionnaire were used as measuring instruments. The effectiveness of the program was found in all the variables studied, especially in the improvement of cardiorespiratory capacity, jumping capacity and the socio-affective dimension of self-esteem. The importance of these programs in the improvement of the physical, psychological and social health of the students is highlighted.

The Effectiveness of Safe Surfing Intervention Program in Reducing WhatsApp Cyberbullying and Improving Classroom Climate and Student Sense of Class Belonging in Elementary School

2020 ◽  
pp. 027243162093120
Author(s):  
Dana Aizenkot ◽  
Gabriela Kashy-Rosenbaum
Keyword(s):  
Sense Of Belonging ◽  
Classroom Climate ◽  
Intervention Program ◽  
Sixth Grade ◽  
Intervention Programs ◽  
Control Group ◽  
School Year ◽  
Cyberbullying Victimization ◽  
Educational Implications ◽  
Emotional Aspects

Schools have prioritized fighting cyberbullying by implementing intervention programs. Yet few interventions have been studied for their effectiveness in reducing cyberbullying and improving socio-emotional aspects in the classroom. This study reports the results of the Safe Surfing intervention program designed to reduce cyberbullying in WhatsApp classmate discourse. Data were collected in the 2017-2018 school year from 533 students in 25 fourth- to sixth-grade classes (50% females) in six elementary schools in Israel. Two of the schools served as the control group. Results indicated a significant decrease in WhatsApp cyberbullying victimization and a significant improvement of classroom climate and student sense of class belonging in the experiment group. This compared with a significant increase in cyberbullying and a significant decrease in classroom climate and student sense of belonging in the control group. Educational implications are discussed. The findings demonstrate the achievements of the anti-cyberbullying intervention program, alongside the threats of avoiding intervention.

The Promotion of Executive Functioning in a Brazilian Public School: A Pilot Study

2015 ◽  
Vol 18 ◽  
Author(s):  
Natália Martins Dias ◽  
Alessandra Gotuzo Seabra
Keyword(s):  
Latin America ◽  
Public Schools ◽  
Executive Functioning ◽  
Intervention Program ◽  
Mental Health Problems ◽  
Self Regulation ◽  
First Grade ◽  
Control Group ◽  
Classroom Context ◽  
Trail Making

AbstractStudies have highlighted the role of early Executive Functioning (EF) interventions with regard to preventing behavioral and mental health problems. In this sense, interventions to promote EF have been developed and tested; however, in Latin America, evidence of early EF-related interventions is still limited. We developed a program for EF promotion in children and applied it to first-grade students. Sixty-eight six-year-old children and their five teachers were divided into an experimental group (EG) and a control group (CG). EG teachers administered the Intervention Program for Self-regulation and Executive Functions in a classroom context. The results of the ANCOVAs showed that children in the EG had significantly better performance in measures of cognitive flexibility (Trail Making Test for Preschoolers; p = .05), attention (Cancellation Attention Test – errors in the Part 3; p = .027), inhibition (Simon Task – interference score in the part 1; p = .008 and interference reaction time in the part 2; p = .010), and planning (CHEXI - planning scale; p = .041) than those in the CG. The results show that EF can be promoted using classroom intervention in public schools. These results expand previous findings for Latin America.

scholarly journals The Effectiveness of EMOVERE: An Emotional Education Program for Young Couples

2021 ◽  
Vol 18 (4) ◽  
pp. 1677
Author(s):  
Estefanía Mónaco ◽  
Usue de la Barrera ◽  
Inmaculada Montoya-Castilla
Keyword(s):  
Emotion Regulation ◽  
Intervention Program ◽  
Self Regulation ◽  
Well Being ◽  
Reliable Change Index ◽  
Hierarchical Regression ◽  
Control Group ◽  
Quasi Experimental ◽  
And Control ◽  
The Relationship

Our aim was to assess the effectiveness of EMOVERE, a psychoeducational and experiential program to increase emotion regulation in couples. Forty-four young couples (n = 88) aged between 18 and 36 years old participated in the study (53.4% women; M = 24.18; SD = 4.34). Twenty-two couples belonged to the experimental group (received the intervention) and 22 to the control group (received no intervention). The intervention program consisted of seven two-hour sessions over a month, in groups of four to five couples. The variables studied were sociodemographic characteristics, emotional intelligence (TMMS-24), emotional inter-regulation with the partner (SIERC), attachment (ECR-S) and satisfaction with the relationship (RAS). The proposed design was quasi-experimental, with two randomized groups (experimental and control group) and longitudinal data from two occasions. SPSS version 24.0 was used to perform analysis of variance (MANOVA and MANCOVA), multiple hierarchical regression and reliable change index. PROCESS was also used for moderation analyses. The results indicate that the program is effective in increasing emotional self-regulation and emotion regulation with the partner, as well as reducing couples’ avoidance of intimacy. Age, relationship duration and previous relationship satisfaction moderate the effectiveness of the program. The importance of continuing this research line to address well-being of young populations is discussed.

scholarly journals Evaluation of an Intervention Program to Foster Self-Regulated Learning and Academic Achievement in Latin Instruction

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Daniela Wagner ◽  
Franziska Perels
Keyword(s):  
Academic Achievement ◽  
Intervention Program ◽  
Self Regulation ◽  
Training Group ◽  
Control Group ◽  
Combined Training ◽  
Tenth Graders ◽  
Self Regulated Learning ◽  
Translation Strategy ◽  
Regulated Learning

The study's aim was to develop two different intervention programs and to evaluate their contribution to students' self-regulated learning and academic achievement in Latin classes. The concept of our study referred to a process-focused model of self-regulated learning that divides the phases of the self-regulated learning process into different areas, which we applied to domain-specific translation strategies. Within a pre-, post-, and follow-up-test design with 109 tenth graders, self-regulated learning skills and translation competency as well as translation strategy application were assessed using both a self-regulation questionnaire and a standardized translation test. Three different conditions were compared: (a) combined training group (ComG): self-regulated learning and translation, (b) translation training only (TG), and (c) control group (CG). The intervention consisted of nine sessions spread over a period of three weeks. Results of analyses of variance with time as a repeated measurement indicated interaction effects between time and groups for self-regulated learning in favor of the intervention groups. The ComG showed marginally higher self-regulatory skills than the TG. Regarding the translation competencies as well as the strategy application, the results revealed significant training effects in comparison to the control group, with the TG showing the highest increase.

scholarly journals Effect of Differentiated Instruction on Academic Success in English Lesson

2021 ◽  
Vol 11 (1) ◽  
pp. 184-191
Author(s):  
ismail şan
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Differentiated Instruction ◽  
Intervention Program ◽  
Sixth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Process ◽  
Differentiated Teaching

The aim of this study is to investigate the effects of differentiated teaching on academic achievement in seventh-grade English courses. For this purpose, lesson plans were prepared in accordance with the differentiated instruction for the achievement of the Celebrations theme, the sixth-grade sixth unit. In the research, a semi-experimental pattern with a pretest-posttest control group was used. The learning profiles of the students were examined before the teaching was differentiated. During the experimental process, while the content, process and product items were differentiated in the group where differentiated instruction was applied, the current education continued in the group where the non-intervention program was applied. 54 students attending secondary schools with similar characteristics in Malatya province of 2018-2019 academic year constitute the experimental group in which the differentiated education was applied and the control group in which the non-interfering education program is applied. The celebrations theme achievement test was applied to both groups as a pre-test before the experimental process and as a post-test after the teaching. In the research, a significant difference was found in favor of the posttest in the academic success of students in both experimental and control groups. There is also a significant difference between the posttest scores of the two groups. Accordingly, while both teaching was effective in increasing academic achievement, differentiated teaching was more effective than non-interfering teaching programs. Due to these results, it has been suggested that differentiated instruction can be used to increase academic success in Celebrations theme teaching.

scholarly journals A comparative study of executive functions among children with attention deficit and hyperactivity disorder and those with learning disabilities

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Heba Essam Abou El Wafa ◽  
Soha Abd El Latif Ghobashy ◽  
Aya Maged Hamza
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Executive Functions ◽  
Intervention Program ◽  
Spatial Working Memory ◽  
Self Regulation ◽  
Executive Dysfunction ◽  
Learning Disorders ◽  
Control Group ◽  
Group I

Abstract Background Both ADHD and learning disorders have been found to be associated with executive dysfunctions; the executive functions’ (EFs) construct generally involves a series of components—planning, cognitive flexibility, inhibition, attention control, and verbal and visuo-spatial working memory—that work independently in many ways but are closely related. There were no significant studies comparing both disorders and excluding the drug’s effects on executive functions. In our study, we used BDEFS-CA to assess executive functions among a sample of 340 children divided in to four groups: group 1 (100 children), ADHD only; group II (80 children), LD only; group III (60 children), combined ADHD and LD; and group IV (100 children), control group. We included children aged from 6 to 13 of both sexes of average IQ and all had to be drug naive with no sensory impairment or disabling neurological disorder and after their parents’ consent. Results The results showed that there was significant higher affection of the five executive functions domains in the first three groups more than the fourth control group. Furthermore, the self-restraint (response-inhibition) executive dysfunction was the most commonly affected EF in group I while time management EF and self-regulation and problem solving EF were the most commonly affected EF in the LD group. Conclusions Complete executive function profile assessment should be done for children diagnosed with ADHD or learning disability and EF intervention program should be included in the management plan for better outcomes mainly self-restraint EF in case of ADHD and problem solving and self-organization EF in case of learning disabilities

Effectiveness of Acceptance and Commitment Therapy and Positive Psychotherapy on Emotional Self-Regulation of Women With Coronary Heart Disease

2020 ◽  
Vol 24 (6) ◽  
pp. 532-543
Author(s):  
Simin Sayafi ◽  
◽  
Nemat Sotodeh Asl ◽  
Morteza Ebrahimi Varkiani ◽  
◽  
...  
Keyword(s):  
Coronary Heart Disease ◽  
Heart Disease ◽  
Acceptance And Commitment Therapy ◽  
Intervention Program ◽  
Self Regulation ◽  
Control Group ◽  
Positive Psychotherapy ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
Significant Difference

Background: Emotional self-regulation can play an important role in reducing the symptoms of coronary heart disease which is a psychosomatic disorder. Objective: This study aims to compare the effectiveness of Acceptance and Commitment Therapy (ACT) and positive psychotherapy on emotional self-regulation of women with coronary heart disease. Methods: This is a randomized clinical trial. Study population consists of all women with coronary heart disease referred to Pasteur Hospital in Qazvin, Iran during 2019-2020. Using a convenience sampling method, 45 women were selected and divided into three groups (two experimental groups and one control group). The intervention program was provided at 8 sessions for each experimental group. Data collection tools were a demographic form, and Ibanez’s Self-regulation Inventory. Participants were followed up for one month after intervention. Collected data were analyzed by ANCOVA and paired t-test. Findings: ACT was effective in increasing emotional self-regulation ability of patients in the post-test and follow-up phases, but the positive psychotherapy had no significant effect on their emotional self-regulation and no significant difference was observed. Conclusion: ACT is an appropriate and effective method for women with coronary heart disease and can be used as a complementary therapy in related medical centers.

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