Assesing self- regulated learning and its relation to cognitive performance in early childhood education

Assessment of cognitive skills and metacognitive self-regulated learning strategies is important in order to discover students¿ level of cognitive processing, and be able to intervene through the teaching process to mitigate any existing problems. The objective of this study was to assess the use of...

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Detalles Bibliográficos
Autores: Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e, Amate-Romera, J. (Jorge)|||/items/415cc29b-a3ce-4c42-b275-89924a8b75f1, González-Torres, M.C. (María Carmen)|||/items/181eaf2f-7e89-4584-a070-61693e9519bb
Tipo de recurso: capítulo de libro
Fecha de publicación:2015
País:España
Institución:Universidad de Navarra
Repositorio:Dadun. Depósito Académico Digital de la Universidad de Navarra
Idioma:inglés
OAI Identifier:oai:dadun.unav.edu:10171/55703
Acceso en línea:https://hdl.handle.net/10171/55703
Access Level:acceso abierto
Palabra clave:Early childhood education
Self-regulated learning
Metacognitive strategies
Performance
Assessment of cognitive processes
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spelling Assesing self- regulated learning and its relation to cognitive performance in early childhood educationFuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45eAmate-Romera, J. (Jorge)|||/items/415cc29b-a3ce-4c42-b275-89924a8b75f1González-Torres, M.C. (María Carmen)|||/items/181eaf2f-7e89-4584-a070-61693e9519bbEarly childhood educationSelf-regulated learningMetacognitive strategiesPerformanceAssessment of cognitive processesAssessment of cognitive skills and metacognitive self-regulated learning strategies is important in order to discover students¿ level of cognitive processing, and be able to intervene through the teaching process to mitigate any existing problems. The objective of this study was to assess the use of metacognitive, cognitive and motor strategies on a given task. A total of 68 five-year-old pupils enrolled in Early Childhood Education participated in the study. The assessment was carried out with an ad-hoc instrument based on the think-aloud technique, and having adequate reliability and validity values. Descriptive, associative and inferential analyses were performed. The results showed greater use of cognitive and motor strategies than of metacognitive strategies. A significant association was also found between the use of strategies at Complimentary Contributor Copy 14 Jesús de la Fuente, Jorge Amate and Mari Carmen González-Torres each moment of the task and final performance. Implications are discussed for the teaching of cognitive skills and meta-skills during this stage of education.Nova PublisherDadun. Depósito Académico Digital Universidad de Navarra20182018-11-0820152015-01-0120152015-01-01book parthttp://purl.org/coar/resource_type/c_3248info:eu-repo/semantics/bookPartapplication/pdfhttps://hdl.handle.net/10171/55703reponame:Dadun. Depósito Académico Digital de la Universidad de Navarrainstname:Universidad de NavarraInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:dadun.unav.edu:10171/557032026-06-21T12:47:57Z
dc.title.none.fl_str_mv Assesing self- regulated learning and its relation to cognitive performance in early childhood education
title Assesing self- regulated learning and its relation to cognitive performance in early childhood education
spellingShingle Assesing self- regulated learning and its relation to cognitive performance in early childhood education
Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e
Early childhood education
Self-regulated learning
Metacognitive strategies
Performance
Assessment of cognitive processes
title_short Assesing self- regulated learning and its relation to cognitive performance in early childhood education
title_full Assesing self- regulated learning and its relation to cognitive performance in early childhood education
title_fullStr Assesing self- regulated learning and its relation to cognitive performance in early childhood education
title_full_unstemmed Assesing self- regulated learning and its relation to cognitive performance in early childhood education
title_sort Assesing self- regulated learning and its relation to cognitive performance in early childhood education
dc.creator.none.fl_str_mv Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e
Amate-Romera, J. (Jorge)|||/items/415cc29b-a3ce-4c42-b275-89924a8b75f1
González-Torres, M.C. (María Carmen)|||/items/181eaf2f-7e89-4584-a070-61693e9519bb
author Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e
author_facet Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e
Amate-Romera, J. (Jorge)|||/items/415cc29b-a3ce-4c42-b275-89924a8b75f1
González-Torres, M.C. (María Carmen)|||/items/181eaf2f-7e89-4584-a070-61693e9519bb
author_role author
author2 Amate-Romera, J. (Jorge)|||/items/415cc29b-a3ce-4c42-b275-89924a8b75f1
González-Torres, M.C. (María Carmen)|||/items/181eaf2f-7e89-4584-a070-61693e9519bb
author2_role author
author
dc.contributor.none.fl_str_mv Dadun. Depósito Académico Digital Universidad de Navarra
dc.subject.none.fl_str_mv Early childhood education
Self-regulated learning
Metacognitive strategies
Performance
Assessment of cognitive processes
topic Early childhood education
Self-regulated learning
Metacognitive strategies
Performance
Assessment of cognitive processes
description Assessment of cognitive skills and metacognitive self-regulated learning strategies is important in order to discover students¿ level of cognitive processing, and be able to intervene through the teaching process to mitigate any existing problems. The objective of this study was to assess the use of metacognitive, cognitive and motor strategies on a given task. A total of 68 five-year-old pupils enrolled in Early Childhood Education participated in the study. The assessment was carried out with an ad-hoc instrument based on the think-aloud technique, and having adequate reliability and validity values. Descriptive, associative and inferential analyses were performed. The results showed greater use of cognitive and motor strategies than of metacognitive strategies. A significant association was also found between the use of strategies at Complimentary Contributor Copy 14 Jesús de la Fuente, Jorge Amate and Mari Carmen González-Torres each moment of the task and final performance. Implications are discussed for the teaching of cognitive skills and meta-skills during this stage of education.
publishDate 2015
dc.date.none.fl_str_mv 2015
2015-01-01
2015
2015-01-01
2018
2018-11-08
dc.type.none.fl_str_mv book part
http://purl.org/coar/resource_type/c_3248
dc.type.openaire.fl_str_mv info:eu-repo/semantics/bookPart
format bookPart
dc.identifier.none.fl_str_mv https://hdl.handle.net/10171/55703
url https://hdl.handle.net/10171/55703
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Nova Publisher
publisher.none.fl_str_mv Nova Publisher
dc.source.none.fl_str_mv reponame:Dadun. Depósito Académico Digital de la Universidad de Navarra
instname:Universidad de Navarra
instname_str Universidad de Navarra
reponame_str Dadun. Depósito Académico Digital de la Universidad de Navarra
collection Dadun. Depósito Académico Digital de la Universidad de Navarra
repository.name.fl_str_mv
repository.mail.fl_str_mv
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