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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
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Psicothema, 2012. Vol. Vol. 24 (nº 1). 35-41




Efecto modulador de variables socioemocionales en el entrenamiento en estrategias de elaboración en Educación Secundaria Obligatoria (ESO): paráfrasis y aplicaciones

Luis Jorge Martín-Antón, Miguel Ángel Carbonero Martín y José María Román Sánchez

Universidad de Valladolid

Este trabajo tiene como finalidad comprobar la modulación de la motivación, el autoconcepto y las atribuciones causales en la eficacia de un programa de entrenamiento de estrategias de elaboración de la información en la etapa de Educación Secundaria Obligatoria (ESO). Se seleccionaron 328 alumnos de ESO, 179 de segundo curso y 149 de cuarto, y tres momentos de medida: pretest, postest y seguimiento. Los resultados indican un mayor uso de estrategias de aprendizaje por aquellos con mayor motivación intrínseca, al contrario que aquellos con mayor motivación extrínseca, con un menor uso de estrategias de aprendizaje. En cuanto al autoconcepto hay diferentes resultados en función del curso. En segundo nos encontramos una modulación de la variable Autoconcepto académico, mientras que en cuarto se produce por el Autoconcepto general y el Autoconcepto privado. En general, hay una tendencia a mejoras más significativas y con mayor durabilidad de aquellos con medio y alto autoconcepto, en especial en su percepción del uso de estrategias o tareas complejas que implican la relación de los contenidos a aprender con experiencias de su vida diaria. Sin embargo, aquellos con bajo autoconcepto mejoran significativamente en estrategias asociadas al aprendizaje de la ejecución de tareas concretas.

Modulator effect of socio-emotional variables on training in elaboration strategies in Compulsory Secondary Education (CSE): Paraphrase and applications. The purpose of this work is to verify the modulation of motivation, self-concept, and causal attributions in the efficacy of a training program of strategies to elaborate information in the stage of Compulsory Secondary Education (CSE). We selected 328 students from CSE, 179 from second grade and 149 from fourth grade, and three measurement moments: pretest, posttest, and follow-up. The results indicate greater use of learning strategies by students with higher intrinsic motivation, in contrast to students with higher extrinsic motivation, who use learning strategies less frequently. With regard to self-concept, the results differ as a function of the course. In second grade, we found modulation of the variable Academic self-concept, whereas in fourth grade, such modulation is produced by General self-concept and Private self-concept. In general, there is a tendency towards more enduring significant improvements in students with medium and high self-concept, especially in their perception of the use of strategies or in complex tasks that involve relating the contents to be learned with experiences from their daily life. However, students with low self-concept significantly improve strategies associated with learning how to perform specific tasks.

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