Metacognitive Precursors: An Analysis in Children with Different Disabilities.

The analysis of Metacognitive skills is a key element to guide the learning process. Current research has shown the initiation of these skills from an early age. The present study had two aims: (1) to validate a Scale Measuring Precursor Metacognitive Skills (SMPMS) in children with diverse disabilities, and (2) to study possible significant different between different disabilities in precursor metacognitive skill use. We worked with 87 children with different disabilities, with an average age range of 24-37 months. The results have shown high indicators of reliability and validity of the SMPMS. We isolated two factors related to cognitive and metacognitive and self-regulation skills response to an adult. We also found significant differences in the acquisition of metacognitive and self-regulation skills among children with global developmental retardation as compared to children with expressive language and comprehension disability.

Aprendizaje Basado en Problemas y satisfacción de los estudiantes de Enfermería (AU) / Nursing students' satisfaction in Problem-Based Learning

Introducción: El objetivo de esta investigación fue determinar el grado de satisfacción de los estudiantes de Enfermería después de utilizar la metodología Aprendizaje Basado en Problemas. Material y métodos: Estudio descriptivo y transversal. La muestra estuvo formada por 134 estudiantes de 2º de Grado de Enfermería de la Universidad de Valladolid. Después de la implementación de ABP se administró la escala de satisfacción de la Universidad de la Colima (México). Para el análisis de datos se utilizó el programa SPSS y se realizó el análisis del contenido de las justificaciones de las respuestas. Resultados: A los estudiantes, los contenidos de los casos clínicos les resultaron interesantes, prácticos, útiles y variados. Un 55% de los discentes prefiere la metodología tradicional frente al Aprendizaje Basado en Problemas y a un 78% le gustó esta nueva metodología. El aprendizaje activo a través de Aprendizaje Basado en Problemas, supuso una alta motivación y una elevada satisfacción percibida por los estudiantes respecto a los contenidos, el proceso tutorial, y los roles del tutor y del alumno; mientras que el tiempo asignado y la mayor carga de trabajo es lo que menos les satisface, aunque la satisfacción en general fue elevada. Conclusiones: Utilizar una metodología ABP aporta una elevada satisfacción en los estudiantes de Enfermería. Resulta favorable la retroalimentación constante en el proceso de enseñanza-aprendizaje, tanto en sesiones de evaluación, como en el trato personal y se mejora la comunicación en el aula (AU)

Introduction: The objective of this research was used to evaluate the effect of Problem-Based Learning in the Nursing students' satisfaction. Material and Methodology: A descriptive transversal study. The task was conducted by 134 second-year Nursing students at the University of Valladolid. Scale satisfaction of the University of Colima (Mexico) was administered under PBL implementation.SPSS was used for data analysis and the content analysis on the participants’ responses. Results: Overall the participants described the contents of the clinical case as engaging, effective, practical and varied. 55% of students revealed their preference for traditional methodology compared to PBL. 78% liked this new methodology. Students’ perception of active learning through PBL showed a high level of motivation and satisfaction in regards to content, the tutorial process, the tutor and the students’ role; whereas the time assigned and the major workload is what least satisfied them. Nevertheless, satisfaction in general was high. Conclusion: The PBL methodology reported successful results according to nursing students’ opinions. It was reported that PBL improves communication and the students’ feedback is implemented. There is a correlation between the teaching and learning process not only in evaluation assessment but also in personal treatment in respect to the benefits to each other (AU)

Aprendizaje de habilidades de autorregulación en niños de 5 a 7 años / Self-regulation skills learning in children aged 5 to 7

La autorregulación es un componente de la metacognición que se relaciona con el aprendizaje eficaz. Esto puede ser especialmente relevante en entornos de desventaja social. Por ello, los objetivos de este trabajo son: (a) comprobar si la enseñanza de estrategias de autorregulación a niños pequeños con desventaja social, mejora sus habilidades de resolución de tareas; (b) evaluar la eficacia de un programa de enseñanza de estrategias de autorregulación, desde la perspectiva del profesorado. Se trabajó con una muestra de 43 sujetos con edades comprendidas entre 5 y 7 años. Los resultados indican que existen mejoras significativas, antes-después de la aplicación del programa, en habilidades: atencionales, de planificación manifiesta guiada y autónoma, de planificación encubierta y de autoevaluación en la resolución de problemas cognitivos y sociales. Paralelamente, el profesorado considera que el programa ha mejorado, en sus alumn os: los niveles atencionales y la generalización de las estrategias a otras actividades curriculares. En consecuencia, se considera, al programa de enseñanza en estrategias de autorregulación, una herramienta efectiva y motivadora para la docencia en entor nos de compensación educativa (niños pequeños en desventaja social).

Self-regulation is a component of metacognition that is related to effective learning. This may be especially relevant in social disadvantaged environments. The objectives of this work are: (a) To check whether the teaching of self-regulation strategies to young children with social disadvantage, improves their problem solving skills; (b) To evaluate the effectiveness of a self-regulation strategies teaching program from the teachers' perspective. For this purpose, a sample of 43 subjects aged between 5 and 7 was used. The results indicate that there are significant differences in skills involving attention, guided and autonomous state planning, covert planning and self-evaluation in cognitive and social problem-solving. Similarly, teachers consider that the program improved attention levels and generalization of strategies towards other curricular activities in their pupils. Consequently, the self-regulation strategies teaching program is considered as an effective and motivating tool for teaching in compensatory education environments (socially disadvantaged children).

''Learning to learn'' in Nursing Higher Education / ''Aprender a aprender'' en la Educación superior en Enfermería / ''Aprender a aprender'' na educação superior em enfermagem

Objective. This study sought to evaluate improvement in self-directed learning by nursing students at Universidad de Valladolid (Spain) after using problem-based learning methodology. Methodology. Ours was a quasi-experimental research with pre-test and post-test of a single group. The sample consisted of 127 of a 135 total of students from the 2nd degree course in Nursing enrolled in the Sexual and Reproductive Health assignment and who had the opportunity to attend all problem-based learning tutorials in the classroom and student group meetings outside the classroom. The Self-Directed Profile Inquiry Questionnaire instrument (CIPA, for the term in Spanish) by Cazares and Aceves was used for the self-regulated profile assessment, which consists of 41 reactives with options 1-5; the lower the score the better the profile for self-direction. It has five components: planning and selection of strategies, self-regulation and motivation, independence and autonomy, use of experience and critical conscience and interdependence, and social value. Results. The mean age was 23 years, 84.4% were women. The students had a very good scores in their self-regulated learning profile before using problem-based learning (82.5), and after its application, they showed a statistically significant improvement (74.2) both in the overall score and in each of its components. Conclusion. The students' self-regulated profile improved after using problem-based learning, a finding that is of utmost importance to achieve autonomy and self-regulation in learning. The development of the ''learning to learn'' skill allows learning for life, which is necessary in 21st century nursing professionals.

Objetivo. Evaluar el mejoramiento de la autodirección en el aprendizaje de los estudiantes de Enfermería de la Universidad de Valladolid (España) después de utilizar metodología Aprendizaje Basado en Problemas -ABP-. Metodología. Metodología. Estudio cuasiexperimental con pretest y postest de un solo grupo. La muestra estuvo compuesta por 127 alumnos de los 135 del total del 2° curso de Grado en Enfermería matriculados en la asignatura Salud Sexual y Reproductiva y que tuvieran la posibilidad de asistencia a todas las tutorías de ABP en el aula y a las reuniones del grupo de estudiantes por fuera de la misma. Para la evaluación del perfil de autodirección se utilizó el instrumento CIPA (Cuestionario de Indagación del Perfil Autodirigido) de Cázares y Aceves, el cual se compone de 41 reactivos con opciones de 1 a 5; a menor puntaje es mejor el perfil de autodirección. Tiene cinco componentes: planificación y selección de estrategias, autorregulación y motivación, independencia y autonomía, uso de la experiencia y la conciencia crítica, e interdependencia y valor social. Resultados. La edad media fue de 23 años; el 84.4%, mujeres. Los estudiantes mostraron un nivel muy bueno en el puntaje de su perfil de autodirección de aprendizaje antes de utilizar ABP (82.5), y tras la aplicación, lo mejoraron (74.2) de forma estadísticamente significativa tanto en la puntuación global como en la de cada uno de sus componentes. Conclusión. El perfil auto dirigido de los estudiantes mejoró después de utilizar ABP, hallazgo que es de suma importancia para el logro de la autonomía y autorregulación en su aprendizaje. El desarrollo de la competencia ''aprender a aprender'' permite un aprendizaje para toda la vida, necesario en los profesionales de enfermería del siglo XXI.

Objetivo. Avaliar o melhoramento da autodireção na aprendizagem dos estudantes de Enfermagem da Universidade de Valladolid (Espanha) depois de utilizar metodologia Aprendizagem Baseada em Problemas -ABP-. Metodologia. Estudo quase-experimental com pré-teste e pôs-teste de um só grupo. A mostra esteve composta por 127 alunos dos 135 do total do 2° curso de Graduação em Enfermagem matriculados na matéria Saúde Sexual e Reprodutiva e que tivessem a possibilidade de assistência a todas as tutorias de ABP na sala de aula e às reuniões do grupo de estudantes por fora da mesma. Para a avaliação do perfil de autodireção se utilizou o instrumento CIPA (Questionário de Indagação do Perfil Autodirigido) de Cázares e Aceves, o qual se compõe de 41 reativos com opções de 1 a 5, a menor pontuação é melhor o perfil de autodireção. Tem cinco componentes: planejamento e seleção de estratégias, auto-regulação e motivação, independência e autonomia, uso da experiência e a consciência crítica e interdependência, e, valor social. Resultados. A idade média foi de 23 anos, o 84.4% foram mulheres. Os estudantes mostraram um nível muito bom na pontuação do seu perfil de autodireção de aprendizagem antes de utilizar ABP (82.5), e depois da aplicação, melhoraram-no (74.2) de forma estatisticamente significativa tanto na pontuação global como na de cada um de seus componentes. Conclusão. O perfil auto dirigido dos estudantes melhorou depois de utilizar ABP, achado que é de suma importância para o lucro da autonomia e auto-regulação em sua aprendizagem. O desenvolvimento da concorrência ''aprender a aprender'' permite uma aprendizagem para toda a vida, necessário nos profissionais de enfermagem do século XXI.

Effect of a metacognitive training program of mentalist skills / Efecto de un programa de entrenamiento metacognitivo en habilidades mentalistas

Background: Recent researches in Theory of Mind (ToM) relate its development to the development of the metacognitive skills 'planning' 'regulation' and acquisition of 'predictive and causal reasoning.' These studies reveal the importance of metacognitive training in the development of mentalist skills. Method: In the present work, the effects of training were compared in 20 children, aged between 4 and 5 years. Results: Significant within-group differences in the skills of belief attribution and memory attribution were found and a tendency towards significance in the skills of behavior prediction. Significant between-group differences were found in belief attribution, prediction, and memory. Conclusions: Mentalist skills training improve attribution, prediction and memory skills in ToM tasks (AU)

Antecedentes: recientes investigaciones en Teoría de la Mente (ToM) relacionan su desarrollo con el desarrollo de habilidades metacognitivas de 'planificación', de 'regulación', así como con la adquisición del 'razonamiento predictivo y causal'. Dichos estudios señalan la importancia que tiene el entrenamiento metacognitivo en el desarrollo de habilidades mentalistas. Método: en el presente trabajo participaron 20 niños de 4 y 5 años con objeto de comparar los efectos del entrenamiento. Resultados: se han encontrado diferencias significativas «intragrupo» en habilidades de atribución de creencia, de memoria y tendencia a la significación en habilidades de predicción del comportamiento. Asimismo se han hallado diferencias significativas «intergrupo» en atribución de creencia, predicción y memoria. Conclusiones: el entrenamiento en habilidades mentalistas parece incrementar las habilidades de atribución, predicción y memoria en tareas de Teoría de la Mente (AU)

Effect of a metacognitive training program of mentalist skills.

BACKGROUND: Recent researches in Theory of Mind (ToM) relate its development to the development of the metacognitive skills "planning," "regulation," and acquisition of "predictive and causal reasoning." These studies reveal the importance of metacognitive training in the development of mentalist skills. METHOD: In the present work, the effects of training were compared in 20 children, aged between 4 and 5 years. RESULTS: Significant within-group differences in the skills of belief attribution and memory attribution were found and a tendency towards significance in the skills of behavior prediction. Significant between-group differences were found in belief attribution, prediction, and memory. CONCLUSIONS: Mentalist skills training improve attribution, prediction and memory skills in ToM tasks.

Efecto modulador de variables socioemocionales en el entrenamiento en estrategias de elaboración en Educación Secundaria Obligatoria (ESO): paráfrasis y aplicaciones / Modulator effect of socio-emotional variables on training in elaboration strategies in Compulsory Secondary Education (CSE): paraphrase and applications

Este trabajo tiene como finalidad comprobar la modulación de la motivación, el autoconcepto y las atribuciones causales en la eficacia de un programa de entrenamiento de estrategias de elaboración de la información en la etapa de Educación Secundaria Obligatoria (ESO). Se seleccionaron 328 alumnos de ESO, 179 de segundo curso y 149 de cuarto, y tres momentos de medida: pretest, postest y seguimiento. Los resultados indican un mayor uso de estrategias de aprendizaje por aquellos con mayor motivación intrínseca, al contrario que aquellos con mayor motivación extrínseca, con un menor uso de estrategias de aprendizaje. En cuanto al autoconcepto hay diferentes resultados en función del curso. En segundo nos encontramos una modulación de la variable Autoconcepto académico, mientras que en cuarto se produce por el Autoconcepto general y el Autoconcepto privado. En general, hay una tendencia a mejoras más significativas y con mayor durabilidad de aquellos con medio y alto autoconcepto, en especial en su percepción del uso de estrategias o tareas complejas que implican la relación de los contenidos a aprender con experiencias de su vida diaria. Sin embargo, aquellos con bajo autoconcepto mejoran significativamente en estrategias asociadas al aprendizaje de la ejecución de tareas concretas (AU)

The purpose of this work is to verify the modulation of motivation, self-concept, and causal attributions in the efficacy of a training program of strategies to elaborate information in the stage of Compulsory Secondary Education (CSE). We selected 328 students from CSE, 179 from second grade and 149 from fourth grade, and three measurement moments: pretest, posttest, and follow-up. The results indicate greater use of learning strategies by students with higher intrinsic motivation, in contrast to students with higher extrinsic motivation, who use learning strategies less frequently. With regard to self-concept, the results differ as a function of the course. In second grade, we found modulation of the variable Academic self-concept, whereas in fourth grade, such modulation is produced by General self-concept and Private self-concept. In general, there is a tendency towards more enduring significant improvements in students with medium and high self-concept, especially in their perception of the use of strategies or in complex tasks that involve relating the contents to be learned with experiences from their daily life. However, students with low self-concept significantly improve strategies associated with learning how to perform specific tasks (AU)

[Modulator effect of socio-emotional variables on training in elaboration strategies in Compulsory Secondary Education (CSE): paraphrase and applications]. / Efecto modulador de variables socioemocionales en el entrenamiento en estrategias de elaboración en Educación Secundaria Obligatoria (ESO): paráfrasis y aplicaciones.

The purpose of this work is to verify the modulation of motivation, self-concept, and causal attributions in the efficacy of a training program of strategies to elaborate information in the stage of Compulsory Secondary Education (CSE). We selected 328 students from CSE, 179 from second grade and 149 from fourth grade, and three measurement moments: pretest, posttest, and follow-up. The results indicate greater use of learning strategies by students with higher intrinsic motivation, in contrast to students with higher extrinsic motivation, who use learning strategies less frequently. With regard to self-concept, the results differ as a function of the course. In second grade, we found modulation of the variable Academic self-concept, whereas in fourth grade, such modulation is produced by General self-concept and Private self-concept. In general, there is a tendency towards more enduring significant improvements in students with medium and high self-concept, especially in their perception of the use of strategies or in complex tasks that involve relating the contents to be learned with experiences from their daily life. However, students with low self-concept significantly improve strategies associated with learning how to perform specific tasks.

[Types of responses in 4-5-year-old children in conservation, classification, and theory of mind tasks]. / Análisis del procesamiento en tareas tradicionalmente cognitivas y de teoría de la mente en niños de 4 y 5 años.

This study analyzes the type of responses that children between 4 and 5 years of age give to different tasks: conservation, classification and tasks of the theory of mind (ToM). Types of responses were observed with the Observation of Cognitive and Meta-cognitive Skills Inventory, which identifies: attention, receptive and expressive language, planning processes, and meta-cognitive processes. Significant differences were found according to the variable age in: (a) the use of attentional strategies in performance of ToM tasks, (b) the use of receptive and expressive language in the performance of all tasks, (c) the use of planning processes in the performance of conservation tasks; and (d) the use of meta-cognitive processes to solve ToM tasks.

Análisis del procesamiento en tareas tradicionalmente cognitivas y de teoría de la mente en niños de 4 y 5 años / Types of responses in 4-5-year-old children in conservation, classifi cation, and theory of mind tasks

Este estudio analiza el tipo de estrategias (atencionales, de lenguaje comprensivo y expresivo, planificación y metacognitivas) que niños de cuatro y cinco años emplean en la resolución de distintas tareas: conservación, clasificación y teoría de la mente (ToM). El tipo de respuesta a las tareas se ha observado con la escala de observacion de estrategias cognitivas y metacognitivas en la infancia. Encontramos diferencias significativas atendiendo a la variable edad en el empleo de estrategias atencionales en la ejecución de tareas de Teoría de la Mente (ToM), estrategias de lenguaje receptivo y expresivo en todas las tareas y estrategias metacognitivas en las tareas de ToM (AU)

This study analyzes the type of responses that children between 4 and 5 years of age give to different tasks: conservation, classification and tasks of the theory of mind (ToM). Types of responses were observed with the Observation of Cognitive and Meta-cognitive Skills Inventory, which identifies: attention, receptive and expressive language, planning processes, and meta-cognitive processes. Significant differences were found according to the variable age in: (a) the use of attentional strategies in performance of ToM tasks, (b) the use of receptive and expressive language in the performance of all tasks, (c) the use of planning processes in the performance of conservation tasks; and (d) the use of meta-cognitive processes to solve ToM tasks (AU)

Entrenamiento de alumnos de educación superior en estrategias de aprendizaje en matemáticas / Training higher education students in mathematics learning strategies

La presente investigación se ha centrado en el diseño y contrastación de un programa de entrenamiento en estrategias de aprendizaje para las matemáticas en alumnos de Educación Superior. La investigación se presenta con un diseño cuasiexperimental-secuencial con grupo control no equivalente. El objetivo de la investigación está en conocer el efecto de este programa de entrenamiento sobre la competencia del alumno en estrategias de aprendizaje y sobre el rendimiento académico en esta área curricular. Los participantes en esta investigación han sido 176 (74 estudiantes que forman el grupo experimental y 72 que componen el grupo control). Los resultados obtenidos permiten verificar la eficacia del programa, tanto en el dominio de las estrategias entrenadas como en la mejora del rendimiento específico

The present research focuses on the design and testing of a training program in learning strategies for Mathematics in Higher Education students. This research displays a quasiexperimental-sequential design with a non-equivalent control group. The research aims at revealing the effect of this training program both on the student’s competence in learning strategies and on academic performance in this curricular area. There have been 176 students taking part in this research (74 students forming the experimental group and 72 forming the control group). The obtained results permit to assess the program efficiency as regards both trained strategies handling and specific performance improvement

La escala de irritación como instrumento de evaluación del estrés laboral / Irritation: analysis of an instrument to assess stress at work

El objetivo de esta investigación es comprobar la validez factorial de la Escala de Irritación (Irritation) en una muestra de 181 profesores de Educación Secundaria de la zona centro de España. Al mismo tiempo, se pretende comprobar la validez de constructo de la escala, correlacionando los resultados con el burnout evaluado mediante el Cuestionario Breve de Burnout (CBB) adaptado para profesores. Los resultados obtenidos mediante el análisis factorial exploratorio de la Escala de Irritación confirman la presencia de dos factores, tal como aparece en otras investigaciones internacionales. El análisis factorial confirmatorio verifica la propuesta de un modelo de dos factores. La correlación significativa obtenida entre la Escala de Irritación y el burnout confirma la validez de constructo y comprueba que una alta irritación se asocia significativamente al burnout, tal como es previsto por la teoría, que considera ambos aspectos estrechamente relacionados con el proceso del estrés laboral

The aim of this investigation is to verify the factorial validity of the «Scale Irritation» in a sample of 181 teachers of Secondary Education from the center of Spain. At the same time, the investigation tries to verify the validity of construct of the scale correlating the results with the burnout evaluated through the Brief Questionnaire of Burnout adapted for teachers. The results obtained by means of the exploratory factor analysis of the Scale Irritation confirm the presence of two factors, as it appears in other international investigations. The confirmatory analysis verifies the proposal of a model of two factors. The significant correlation obtained among the Irritation Scale and the burnout confirms the validity of construct and verifies that a high irritation is associated significantly to the burnout, as it is foreseen by the theory, which considers both aspects related to the process of stress at work

[Training higher education students in mathematics learning strategies]. / Entrenamiento de alumnos de Educación Superior en estrategias de aprendizaje en matemáticas.

The present research focuses on the design and testing of a training program in learning strategies for Mathematics in Higher Education students. This research displays a quasiexperimental-sequential design with a non-equivalent control group. The research aims at revealing the effect of this training program both on the student's competence in learning strategies and on academic performance in this curricular area. There have been 176 students taking part in this research (74 students forming the experimental group and 72 forming the control group). The obtained results permit to assess the program efficiency as regards both trained strategies handling and specific performance improvement.

[Irritation: analysis of an instrument to assess stress at work]. / La Escala de Irritación como instrumento de evaluación del estrés laboral.

The aim of this investigation is to verify the factorial validity of the "Scale Irritation" in a sample of 181 teachers of Secondary Education from the center of Spain. At the same time, the investigation tries to verify the validity of construct of the scale correlating the results with the burnout evaluated through the Brief Questionnaire of Burnout adapted for teachers. The results obtained by means of the exploratory factor analysis of the Scale Irritation confirm the presence of two factors, as it appears in other international investigations. The confirmatory analysis verifies the proposal of a model of two factors. The significant correlation obtained among the Irritation Scale and the burnout confirms the validity of construct and verifies that a high irritation is associated significantly to the burnout, as it is foreseen by the theory, which considers both aspects related to the process of stress at work.

Autoeficacia y madurez vocacional / Self-efficacy and vocational maturity

El objetivo de esta investigación es desarrollar un programa de orientación vocacional que permita a los alumnos de Educación Secundaria fomentar su autoeficacia vocacional, así como su madurez vocacional. El programa de intervención utilizado en este estudio está estructurado en 13 sesiones, distribuidas en 4 partes. En general, los alumnos que integran' el grupo experimental mejoran más que los alumnos del grupo control en casi todas las variables analizadas. Las mejoras se producen indistintamente en hombres y en mujeres. Los resultados obtenidos nos permiten ser optimistas de cara a la utilización de nuestro programa en los institutos de Educación Secundaria, sobre todo con alumnos que se encuentran realizando estudios de 4º de E.S.O. y 1º de Bachillerato (AU)

The purpose of the present investigation is to develop a program of vocational counseling which allows the participants, students of Secondary Education, to improve their vocational self-efficacy as well as their vocational maturity. The program used in this study consists of 13 sessions, divided into four main parts. In general, the students belonging to the experimental group improved more than the students belonging to the control group, in most of the analyzed variables. Both men and women obtained significant improvements in the postest. The results obtained in this investigation allow us to be optimistic when using our program with students of Secondary Education (AU)