Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study

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dc.catalogadorgjm
dc.contributor.authorPreiss Contreras, David Daniel
dc.contributor.authorGrau Cárdenas, Valeska Valentina
dc.contributor.authorTorres Irribarra, David
dc.contributor.authorCalcagni García, María Elisa
dc.date.accessioned2023-06-27T13:19:12Z
dc.date.available2023-06-27T13:19:12Z
dc.date.issued2018
dc.description.abstractThis paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students’ self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined whether the instructional practices targeting self-regulation that occur throughout these segments can be accounted for based on two overall dimensions of teacher practices, namely one of promotion of metacognition and one of promotion of motivation. During public segments, teachers encouraged student participation; during private work segments, teachers offered clues for problem solving. Thus, there was a stronger focus on motivational regulation instructional strategies during public segments and on metacognitive instructional strategies during private ones. A confirmatory factor analysis supported the hypothesis of two distinctive but related factors behind the observed self-regulation promotion strategies, one motivational, and one cognitive.
dc.fechaingreso.objetodigital2023-06-27
dc.fuente.origenORCID
dc.identifier.doi10.1002/cad.20260
dc.identifier.eissn1534-8687
dc.identifier.issn1520-3247
dc.identifier.pubmedidPMID: 30393932
dc.identifier.scopusids2.0-85056128484
dc.identifier.urihttp://doi.org/10.1002/cad.20260
dc.identifier.urihttp://www.scopus.com/inward/record.url?eid=2-s2.0-85056128484&partnerID=MN8TOARS
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/73531
dc.information.autorucEscuela de Psicología; Preiss Contreras, David Daniel; 0000-0002-4646-5060; 673
dc.information.autorucEscuela de Psicología; Grau Cárdenas, Valeska Valentina; 0000-0002-4487-838X; 10537
dc.information.autorucEscuela de Psicología; Torres Irribarra, David; S/I; 120988
dc.information.autorucEscuela de Psicología; Calcagni García, María Elisa, S/I; 164372
dc.issue.numero115
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final136
dc.pagina.inicio115
dc.revistaNew Directions for Child and Adolescent Development
dc.rightsacceso abierto
dc.subject.ddc150
dc.subject.deweyPsicologíaes_ES
dc.titleMetacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study
dc.typeartículo
dc.volumen162
sipa.codpersvinculados673
sipa.codpersvinculados10537
sipa.codpersvinculados120988
sipa.codpersvinculados164372
sipa.indexScopus
sipa.indexPubmed
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