Effect of an intervention in self-regulation strategies on academic achievement in elementary schoola study of the mediating effect of self-regulatory activity

  1. José Carlos Núñez Pérez
  2. Ellián Tuero Herrero
  3. María Estrella Fernández Alba
  4. Francisco Javier Añón Zapico
  5. Emmanuel Manalo
  6. Pedro Rosário
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2022

Volumen: 27

Número: 1

Páginas: 9-20

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2021.09.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

El objetivo de este estudio ha sido doble: (1) se ha analizado en qué medida un programa de capacitación en estrategias de aprendizaje autorregulado y comprensión lectora ha generado mejoras en estas competencias en estudiantes de primaria, y (2) en qué medida estas mejoras se han asociado con mejoras en el rendimiento académico. Se ha realizado un estudio experimental con un grupo experimental y un grupo de control en un entorno auténtico, con medidas pretest, postest y de seguimiento. En el estudio han participado un total de 758 estudiantes de primaria, (403 en el grupo experimental y 355 en el grupo control). Los resultados han mostrado que (1) la actividad estratégica ha mediado el efecto de la intervención sobre el rendimiento académico, ya que (a) la intervención ha producido mejoras significativas en el uso de las estrategias entrenadas (autorregulación del aprendizaje y comprensión lectora) y (b) el incremento en tales estrategias se ha asociado con un mayor rendimiento académico. Además, (2) se ha obtenido que, junto con este efecto indirecto, la intervención ha condicionado el rendimiento a través de otras variables o condiciones (distintas a la actividad estratégica entrenada). Asimismo, (3) se ha comprobado que los efectos indirectos a través de las estrategias de comprensión lectora han sido mayores que los de las estrategias de autorregulación. Finalmente, se ha observado que el efecto total de la intervención sobre el rendimiento académico no supera el 30% de la variabilidad del mismo. Estos resultados han sido discutidos en relación con los aportados por estudios previos semejantes.

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