multimodal-protocol-for-assessing-metacognition-self-regulation

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations ...

University of Oviedo

 This study examined the relationship between ADHD and writing performance.  Students in Grades 3 to 7, 84 with ADHD and 135 age- and gender-matched controls completed a writing task (including process logs), and measures of working memory and attention.  Students with ADHD wrote texts of similar length but with poorer structure, coherence, and ideation. In all, 6.7% of the variance in writing quality was explained by whether or not the student had an ADHD diagnosis, after control for IQ and age-within-year, with ADHD students producing text that was less coherent, well structured, and ideationally rich, and spending less time thinking about and reviewing their text. Half of the effect on text quality could be attributed to working memory and sustained attention effects.  ADHD has some effect on writing performance, which can, in part, be explained by working memory and attentional deficits.

Effects of ADHD on Writing Composition Product and Process in School-Age Students.

The aim of this work is to analyze the relationship between parental control and cyber-victimization in adolescence, considering the possible mediating effect of impulsivity, and high-risk internet behavior. To that end we analyzed the responses of 3360 adolescents aged between 11 and 18 ( = 14.02;  = 1.40), from Asturias (Spain), to four previously validated questionnaires in order to measure the level of parental control over the use of the internet (restriction and supervision), along with high-risk internet behaviors, impulsivity, and cyber-victimization in the adolescents. The results show that parental control tends to have a protective effect on the likelihood of the children being victims of cyber-aggression, with impulsivity, and high-risk internet behaviors as mediating variables. More specifically, parental restriction and supervision are positively related to each other; both forms of parental control are negatively related with the adolescent's engaging in high-risk internet behaviors; supervision is negatively related with impulsivity; impulsivity is positively related with high-risk internet behaviors; and both impulsivity and high-risk internet behaviors are positively related to being a victim of cyber-aggression. The practical implications of these results are discussed.

The Effect of Parental Control on Cyber-Victimization in Adolescence: The Mediating Role of Impulsivity and High-Risk Behaviors.

Adolescence is an especially risky phase for the appearance of antisocial behaviors. Antisocial behavior produces significant individual and social harms, so it is important to provide keys for prevention and treatment. To do that, it is essential to identify the main predictors. The objective of this study is to analyze the effect of family (affection and communication, behavioral control) and friends (antisocial friendships) on adolescent antisocial behavior, as well as the mediating role of adolescent impulsivity and empathy on these relationships. Previously validated questionnaires measuring parental affection and communication, and behavioral control, as well as adolescent impulsivity, empathy, antisocial friendships, and antisocial behavior were applied to 3199 adolescents in Asturias (Spain), aged between 11 and 18 (M = 14.03; SD = 1.39). Descriptive, correlational, and structural equation analysis were performed. Antisocial friendships were a risk factor for antisocial behavior in adolescence, with a moderate effect size. The effect is mostly direct, although it is also indirect through the positive relationship with adolescent impulsivity and low empathy. The two analyzed parenting style dimensions (affection and communication, and behavioral control) demonstrate a protective effect, albeit small, on adolescent antisocial behavior. There is a direct protective effect, but it is mostly indirect through the negative relationship with antisocial friendships and low adolescent empathy. Parental behavioral control can be a risk factor for antisocial behavior, through the positive relationship with adolescent impulsivity. This study helps to clarify the causal mechanisms of antisocial behavior in adolescence, as a basis for its prevention and treatment.

Impact of Family and Friends on Antisocial Adolescent Behavior: The Mediating Role of Impulsivity and Empathy.

The implementation of the European higher education area (EHEA) is a true paradigm change in university education in which the student, with particular consideration given to autonomous work, takes the place of the teacher as the central element of the teaching-learning process. In this autonomous work, the strategies the students regularly use become particularly important, given the supposition that doing that work will lead to academic success. The objective of this study is to analyze the variables that influence students' expectations of success, measured through their intention to persist on the course they are doing. A questionnaire designed  was given to a sample of 1037 university students. It included aspects related to reasons for choosing the course, institutional integration, use of self-regulation strategies, and intention to drop out. Data analysis allowed the identification of satisfaction with the course chosen and appropriate study skills acquired in secondary education as predictors of expectations of academic persistance, with some differences in terms of gender. Other strategies such as class attendance or going deeply into course content did not figure. These results are at odds with the principles underlying the EHEA and show that they have not yet been interiorized by the students, who continue to perceive their studies more traditionally.

Rebeca Cerezo

University of Oviedo

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties