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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
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Assessment of a self-regulated learning intervention
Julio A González-Pienda1, Estrella Fernández1, Ana Bernardo1
1Universidad de Oviedo (Spain).
The Spanish Journal of Psychology
|July 12, 2014
Summary
This study found that a self-regulated learning program improved knowledge and study time for secondary students. Students with lower baseline scores benefited most, indicating its value for at-risk learners.
Area of Science:
- Educational Psychology
- Learning Strategies
Background:
- Self-regulated learning (SRL) is crucial for academic success.
- Many secondary students lack effective study strategies.
Purpose of the Study:
- To evaluate an intervention program designed to enhance SRL knowledge, strategy use, and study time.
- To identify which student groups benefit most from the intervention.
Main Methods:
- A pretest-posttest design was used with 277 first-year secondary students.
- The intervention comprised twelve sessions focused on SRL strategies.
- Efficacy was measured by changes in SRL knowledge, SRL strategy use, and study time.
Main Results:
- Significant increases were observed in SRL knowledge and weekly study time.
- No significant change was found in the use of SRL strategies.
- Students with lower baseline scores showed the greatest improvement across all variables.
Conclusions:
- The intervention effectively improved SRL knowledge and study habits.
- The program is particularly beneficial for at-risk students needing foundational SRL skills.
- Further research could explore enhancing SRL strategy use within interventions.
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