Training metacognitive and problem-solving strategies in children aged 5 to 7 years

被引：0

作者：

Saiz Manzanares, Maria-Consuelo ^{[1
]}

Roman Sanchez, Jose-Maria ^{[2
]}

机构：

[1] Univ Burgos, Fac Humanidades & Educ, C Villadiego S-N, Burgos 09001, Spain

[2] Univ Valladolid, Dept Psicol, Valladolid, Spain

来源：

INTERNATIONAL JOURNAL OF PSYCHOLOGICAL RESEARCH | 2011年 / 4卷 / 02期

关键词：

Self-regulation strategies; Reasoning; Self-assessment strategies; Metacognition; Childhood education; Metacognitive training;

D O I：

暂无

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

It examines whether the metacognitive training improves the resolution of problems in children aged 5 to 7 years of compensatory education. The results indicate significant differences between the experimental group (13 children) and the control group (12 children) in self-regulation strategies (type of reasoning) (p <= .001) and self-assessment strategies (p <= .01). Furthermore, the experimental group intragroup analysis detected significant differences in type of reasoning (p <= .01). Experimental evidence indicates that metacognitive training programs appear effective, at an early age to help develop self-regulation strategies and self.

引用

页码：9 / 19

页数：11

共 43 条

[31] Development of Professional Identity and Related Metacognitive Thinking Procedures of English Language Teachers Through Spontaneous Collaboration for Pedagogical Problem-Solving
Han, Insuk
SAGE OPEN, 2021, 11 (02):
[32] Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance
Tornare, Elise
Czajkowski, Nikolai O.
Pons, Francisco
LEARNING AND INSTRUCTION, 2015, 39 : 88 - 96
[33] Examination of 7th-grade students' mathematical reasoning and argumentation process during problem-solving
Tavsan, Sevilay
Pusmaz, Alaattin
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, 2023, 54 (10) : 1966 - 1993
[34] Factor Structure of Planning and Problem-solving: A Behavioral Genetic Analysis of the Tower of London Task in Middle-aged Twins
Kremen, William S.
Jacobson, Kristen C.
Panizzon, Matthew S.
Xian, Hong
Eaves, Lindon J.
Eisen, Seth A.
Tsuang, Ming T.
Lyons, Michael J.
BEHAVIOR GENETICS, 2009, 39 (02) : 133 - 144
[35] Factor Structure of Planning and Problem-solving: A Behavioral Genetic Analysis of the Tower of London Task in Middle-aged Twins
William S. Kremen
Kristen C. Jacobson
Matthew S. Panizzon
Hong Xian
Lindon J. Eaves
Seth A. Eisen
Ming T. Tsuang
Michael J. Lyons
Behavior Genetics, 2009, 39 : 133 - 144
[36] Effects of an Explicit Problem-Solving Skills Training Program Using a Metacomponential Approach for Outpatients With Acquired Brain Injury
Fong, Kenneth N. K.
Howie, Dorothy R.
AMERICAN JOURNAL OF OCCUPATIONAL THERAPY, 2009, 63 (05) : 525 - 534
[37] Effect of use of metacognitive instructional strategies in promoting mathematical problem solving competence amongst undergraduate students in facing competitive examination
Rajadurai, Rajkumar
Ganapathy, Hema
COGENT SOCIAL SCIENCES, 2023, 9 (01):
[38] Teaching self-regulation strategies with SOLVE IT to two students with learning disabilities: Effects on mathematical problem-solving performance
Paraskevi, Keffe
Irini, Dermitzaki
Sotiria, Tzivinikou
Charoula, Stathopoulou
PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10), 2017, : 1114 - 1121
[39] Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics
Lazakidou, Georgia
Retalis, Symeon
COMPUTERS & EDUCATION, 2010, 54 (01) : 3 - 13
[40] Early metacognitive abilities: The interplay of monitoring and control processes in 5-to 7-year-old children
Destan, Nesrin
Hembacher, Emily
Ghetti, Simona
Roebers, Claudia M.
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 2014, 126 : 213 - 228

← 1 2 3 4 5 →