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Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula

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dc.contributor.authorRosário, Pedro
dc.contributor.authorNunez, José C.
dc.contributor.authorGonzález-Pienda, Júlio
dc.contributor.authorValle, Antonio
dc.contributor.authorTrigo, Luísa
dc.contributor.authorGuimarães, Carina
dc.date.accessioned2013-10-11T09:43:08Z
dc.date.available2013-10-11T09:43:08Z
dc.date.issued2010
dc.description.abstractA programme to enhance first-year college students’ self-regulated learning strategies is proposed and assessed in two samples, one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into two groups (experimental and control). The Spanish sample comprised 44 students in the experimental group and 40 in the control group, whereas in the Portuguese sample, the number of students was 48 and 44, respectively. The narrativebased intervention programme is organised around a set of fictional letters from a first-year college student in which he reports his own academic experiences. Each letter focuses on a learning strategy as an opportunity to teach and enhance the students’ deep approaches to learning and their self-regulated learning processes. In both samples, findings confirm the programme efficacy to teach efficient learning strategies and to promote self-regulation. Implications for college students and for teaching are discussed.por
dc.description.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.citationROSÁRIO, Pedro ...[et al.] - Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula. European Journal of Psychology of Education . ISSN 0256-2928. Vol. 25 N.º 4 (2010), p.411–428por
dc.identifier.doi10.1007/s10212-010-0020-y
dc.identifier.issn0256-2928
dc.identifier.urihttp://hdl.handle.net/10400.14/12935
dc.language.isoengpor
dc.peerreviewedyespor
dc.publisherSpringerpor
dc.subjectLearning strategiespor
dc.subjectSelf-regulationpor
dc.subjectApproaches to learningpor
dc.subjectFirst-year college studentspor
dc.subjectLearning to learnpor
dc.titleEnhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsulapor
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage428
oaire.citation.issue4
oaire.citation.startPage411
oaire.citation.titleEuropean Journal of Psychology of Education
oaire.citation.volume25
person.familyNameRosário
person.familyNameNúñez
person.familyNameValle
person.familyNameRibeiro
person.givenNamePedro
person.givenNameJosé Carlos
person.givenNameAntonio
person.givenNameLuísa
person.identifier262185
person.identifier235952
person.identifier310852
person.identifier622242
person.identifier.ciencia-id5B1C-4E84-0514
person.identifier.ciencia-id4F1B-430A-4A1B
person.identifier.ciencia-idE210-C9EB-ADDF
person.identifier.orcid0000-0002-3221-1916
person.identifier.orcid0000-0002-9187-1201
person.identifier.orcid0000-0001-8160-9181
person.identifier.orcid0000-0001-9056-7737
person.identifier.ridA-1775-2011
person.identifier.ridH-4425-2013
person.identifier.ridA-6776-2013
person.identifier.ridD-9591-2015
person.identifier.scopus-author-id15052279200
person.identifier.scopus-author-id7201854528
person.identifier.scopus-author-id57202663745
person.identifier.scopus-author-id35605044400
rcaap.rightsrestrictedAccesspor
rcaap.typearticlepor
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