Metacognitive Precursors: An Analysis in Children with Different Disabilities.

The analysis of Metacognitive skills is a key element to guide the learning process. Current research has shown the initiation of these skills from an early age. The present study had two aims: (1) to validate a Scale Measuring Precursor Metacognitive Skills (SMPMS) in children with diverse disabilities, and (2) to study possible significant different between different disabilities in precursor metacognitive skill use.

Effect of a metacognitive training program of mentalist skills.

Background: Recent researches in Theory of Mind (ToM) relate its development to the development of the metacognitive skills "planning," "regulation," and acquisition of "predictive and causal reasoning." These studies reveal the importance of metacognitive training in the development of mentalist skills.

Method: In the present work, the effects of training were compared in 20 children, aged between 4 and 5 years.

[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.

[Types of responses in 4-5-year-old children in conservation, classification, and theory of mind tasks].

This study analyzes the type of responses that children between 4 and 5 years of age give to different tasks: conservation, classification and tasks of the theory of mind (ToM). Types of responses were observed with the Observation of Cognitive and Meta-cognitive Skills Inventory, which identifies: attention, receptive and expressive language, planning processes, and meta-cognitive processes. Significant differences were found according to the variable age in: (a) the use of attentional strategies in performance of ToM tasks, (b) the use of receptive and expressive language in the performance of all tasks, (c) the use of planning processes in the performance of conservation tasks; and (d) the use of meta-cognitive processes to solve ToM tasks.

[Irritation: analysis of an instrument to assess stress at work].

The aim of this investigation is to verify the factorial validity of the "Scale Irritation" in a sample of 181 teachers of Secondary Education from the center of Spain. At the same time, the investigation tries to verify the validity of construct of the scale correlating the results with the burnout evaluated through the Brief Questionnaire of Burnout adapted for teachers. The results obtained by means of the exploratory factor analysis of the Scale Irritation confirm the presence of two factors, as it appears in other international investigations.

[Training higher education students in mathematics learning strategies].

The present research focuses on the design and testing of a training program in learning strategies for Mathematics in Higher Education students. This research displays a quasiexperimental-sequential design with a non-equivalent control group. The research aims at revealing the effect of this training program both on the student's competence in learning strategies and on academic performance in this curricular area.