Self-regulation strategy to improve cognitive flexibility levels in the classroom

• DOI: > Traduzir para o inglês

• Palavras-chave: cognitive flexibility, self-regulation, intervention program.

• Keywords: cognitive flexibility, self-regulation, intervention program.

• Abstract:

  The study investigated the role of executive functions, specifically cognitive flexibility and self-regulation, in learning. A mixed research with a quantitative explanatory approach and a quasi-experimental pretest-posttest design was conducted, involving 335 high school students, divided into an experimental and a control group. The Wisconsin letter sorting subtest of the ENI-2 was used to assess the level of cognitive flexibility and a sociodemographic questionnaire.
  The self-regulation program "Caminando ando ando Soñando" was implemented to establish its correlation with cognitive flexibility. The corresponding statistical comparison analyses were carried out to determine the effects of the self-regulation program. Likewise, the qualitative research was based on ethnographic research, and four categories were identified: emotion recognition, identification of stressors, solution strategies and intervention methodology.
  The results showed that the self-regulation program had a significant impact on the students' level of cognitive flexibility, measured through comparison tests in the control and experimental groups. Significant values were observed in the subscales "trials", "correct T", "categories", "perseverative responses" and "% perseverative responses", but not in the inability to maintain organization, i.e., "IMO".