Year: 2006
Type: article
Study design: Observational Study
Abstract: The study of self-regulation has been the object of an increasing interest in the study of texts learning (Castañeda, 2004 and Ortega, 2002); it has been related to the immediate comprehension of them; however, the effects of self- regulation in the delayed comprehension of texts have not been evaluated. In order to achieve such a purpose, 278 students of the preparatory schools of a public university in the state of Yucatan were administered the Aguilar-Villalobos (1993) Self- Regulation Scale and the executive portion of the Castañeda’s (1994) Learning Styles and Motivational Orientation Scale (EDAOM in Spanish); the latter was administered in two separate moments for eight days. A significant correlation between self-regulation and immediate texts comprehension was not found, but there was one between self-regulation and delayed texts comprehension.
Source: Educación y ciencia
Institution: Autonomous University of Yucatán
Language: Spanish
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W1553331815