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Enhancement of Cognitive Functioning and Self-Regulation of Learning in Adolescents

Published online by Cambridge University Press:  10 April 2014

María Luisa Sanz de Acedo Lizarraga  and
Mª Dolores Iriarte Iriarte
María Luisa Sanz de Acedo Lizarraga*
Affiliation:
Public University of Navarra
Mª Dolores Iriarte Iriarte
Affiliation:
Public University of Navarra
*
Correspondence concerning this article should be addressed to: María Luisa Sanz de Acedo Lizarraga, Departamento de Psicología y Pedagogía. Campus de Arrosadia s/n.Universidad Pública de Navarra. 31006 Pamplona (Spain). Fax: 948-169169. E-mail: mlsa@unavarra.es
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Abstract

This study assessed the effects of the administration of a package of activities, known as Portfolio, on adolescents' cognitive functioning and self-regulation of learning. The study was carried out with a group of 109 students (mean age 15 years old) from the first level of Vocational Training. The students had learning difficulties, were unmotivated to study, and had behavior problems. A quasi-experimental pretest-posttest design was employed. The intervention involved group sessions in which certain, specially selected tasks from the psychopedagogic Instrumental Enrichment Program, the Philosophy for Children Program, and Project Intelligence were carried out. The intervention tasks were distributed over the entire school year. Statistically significant differences were observed between the experimental and the control groups on measures of general intelligence, cognitive flexibility, and metacognitive strategies (all p < .01). Statistically significant gains were observed for the experimental group on measures of decision making, problem solving, and self-regulation of learning (all p < .01).

El trabajo evaluó los efectos de la aplicación de un paquete de actividades, conocido como Portafolio, en el funcionamiento cognitivo y en la autorregulación del aprendizaje de adolescentes. El estudio se llevó a cabo con una muestra de 109 alumnos del primer nivel de Formación Profesional que presentaban dificultades de aprendizaje, desmotivación hacia el estudio y problemas de conducta (edad media 15 años). Se utilizó un diseño cuasi-experimental, con mediciones pretest y postest. La intervención consistió en la ejecución de algunas tareas, seleccionadas ad hoc, de los programas psicopedagógicos Enriquecimiento Instrumental, Filosofía para Niños y Proyecto Inteligencia, a lo largo de un curso escolar en sesiones de grupo. Se observaron diferencias estadísticamente significativas entre el grupo experimental y el grupo control en las medidas de inteligencia general, flexibilidad cognitiva y estrategias metacognitivas (p < .01 en todos los casos). Se observaron ganancias estadísticamente significativas en el grupo experimental en las medidas de toma de decisiones, solución de problemas y autorregulación del aprendizaje (p < .01 en todos los casos).

Keywords

intelligencecognitive flexibilityself-regulationlearning programinteligenciaflexibilidad cognitivaautorregulaciónprograma aprendizaje
Type
Articles
Information
The Spanish Journal of Psychology , Volume 4 , Issue 1 , May 2001 , pp. 55 - 64
Copyright
Copyright © Cambridge University Press 2001

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