Public IJniversity of Navarra Tuis study assessed (he cffects of tl~e adniinistrarion o? a pockage of activítíes, known as Porjblio. un adolescents cognirive Íunctioning and self-regulation of Learning. The study was carried ocr with a group of 109 students (mean age ¡5 years oid> frorn the firsí level of Vocational Training. The studenrs had Iearning difflcultiesk were unmoti~'ated lo study, and had behavior problems. A quasi-experinienLal pretest-posttest desigo was empluyed.The intervention involved group sessions in which certain. specially selected tasks fi-orn the psychopedagogic Instrumental Enrichinent Program. 11w Philosophy for Children Prograrn. and Project Intelligenee 'vete carried out. The intervention tasks were distributed ('ver ¡he catire scho,] yean Staús¡ically signiñcant diffrrcnces wcre observed between 11w experimental and Ihe control groepí en ineasures of general intelligence, cognitive tiexibility, and meracognitive strategies (alí p < .01). Sratistically significant gains wcre observed for Ihe experimental group on measures of decision rnaking. problem selving, and self-regulation of learning (alí p < .01).
Kes' vcrdj: intzdiigence, cúgniñvc fiexibiiñy, se/Ibregida/ion, ¿cariz/ng programnEl trabajo evaluó los electos de la aplicación de un paquete de actividades, conocido como Fortatolio, en el funcionamiento cognitivo y en la autorregulación del aprendizaje de adolescentes. El estudio se llevó a cabo con una muestra de 109 alumnos del primer nivel de Formación Profesional que presentaban dificultades de aprendizaje, desmotivación hacia el estudio y problemas de conducta . Se utilizó un diseño cuasi-experimental, con mediciones pretest y postest. La intervención consistió en la ejecución de algunas tareas, seleccionadas ad hoc, de los programas psicopedagógieos enriquecimiento Instrumental, Filosotia para Niños y Proyecto Inteligencia, a lo largo de un curso escolar en sesiones de grupo. Se observaron diferencias estadísticamente significativas entre el grupo experimental y el grupo control en las medidas de inteligencia general, flexibilidad cognitiva y estrategias metacognitivas
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