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Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the rele...

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Autores principales: Pereira, Armanda, Miranda, Sara, Teixeira, Sara, Mesquita, Sandra, Zanatta, Cleia, Rosário, Pedro
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8000716/
https://www.ncbi.nlm.nih.gov/pubmed/33804331
http://dx.doi.org/10.3390/children8030182
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author Pereira, Armanda
Miranda, Sara
Teixeira, Sara
Mesquita, Sandra
Zanatta, Cleia
Rosário, Pedro
author_facet Pereira, Armanda
Miranda, Sara
Teixeira, Sara
Mesquita, Sandra
Zanatta, Cleia
Rosário, Pedro
author_sort Pereira, Armanda
collection PubMed
description Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school-based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices.
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spelling pubmed-80007162021-03-28 Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation Pereira, Armanda Miranda, Sara Teixeira, Sara Mesquita, Sandra Zanatta, Cleia Rosário, Pedro Children (Basel) Article Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school-based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices. MDPI 2021-03-01 /pmc/articles/PMC8000716/ /pubmed/33804331 http://dx.doi.org/10.3390/children8030182 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ).
spellingShingle Article
Pereira, Armanda
Miranda, Sara
Teixeira, Sara
Mesquita, Sandra
Zanatta, Cleia
Rosário, Pedro
Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation
title Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation
title_full Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation
title_fullStr Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation
title_full_unstemmed Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation
title_short Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation
title_sort promote selective attention in 4th-grade students: lessons learned from a school-based intervention on self-regulation
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8000716/
https://www.ncbi.nlm.nih.gov/pubmed/33804331
http://dx.doi.org/10.3390/children8030182
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