Promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulation
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/1822/72621 |
Resumo: | Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices. |
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Promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulationSelf-regulation strategiesSelective attentionAcademic successArithmetic performanceScience & TechnologyAcademic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices.This study was conducted at the Psychology Research Centre (PSI/01662), School of Psy chology, University of Minho, and supported by the Portuguese Foundation for Science and Technol ogy and the Portuguese Ministry of Science, Technology and Higher Education (UID/PSI/01662/2019), through the national funds (PIDDAC). Additionally, this research was partially financed by the Câmara Municipal de Valongo as part of the project “Learning2learn: Self-regulatory promotion intervention program” (212010752—Projeto MAISVAL).MDPIUniversidade do MinhoPereira, ArmandaMiranda, SaraTeixeira, SaraMesquita, SandraZanatta, CleiaRosário, Pedro20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/72621eng2227-9067cv-prod-212470710.3390/children8030182https://doi.org/10.3390/children8030182info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:31:04Zoai:repositorium.sdum.uminho.pt:1822/72621Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:26:18.833224Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulation |
title |
Promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulation |
spellingShingle |
Promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulation Pereira, Armanda Self-regulation strategies Selective attention Academic success Arithmetic performance Science & Technology |
title_short |
Promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulation |
title_full |
Promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulation |
title_fullStr |
Promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulation |
title_full_unstemmed |
Promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulation |
title_sort |
Promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulation |
author |
Pereira, Armanda |
author_facet |
Pereira, Armanda Miranda, Sara Teixeira, Sara Mesquita, Sandra Zanatta, Cleia Rosário, Pedro |
author_role |
author |
author2 |
Miranda, Sara Teixeira, Sara Mesquita, Sandra Zanatta, Cleia Rosário, Pedro |
author2_role |
author author author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Pereira, Armanda Miranda, Sara Teixeira, Sara Mesquita, Sandra Zanatta, Cleia Rosário, Pedro |
dc.subject.por.fl_str_mv |
Self-regulation strategies Selective attention Academic success Arithmetic performance Science & Technology |
topic |
Self-regulation strategies Selective attention Academic success Arithmetic performance Science & Technology |
description |
Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021 2021-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/72621 |
url |
http://hdl.handle.net/1822/72621 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2227-9067 cv-prod-2124707 10.3390/children8030182 https://doi.org/10.3390/children8030182 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
MDPI |
publisher.none.fl_str_mv |
MDPI |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799132750183137280 |