Abstract
Socioeconomic status has been a long-time discussed topic due to its impact on children’s school paths. However, despite extant research indicating strong relationships between students’ socioeconomic status, use of self-regulated learning strategies, and academic achievement, research on interventions addressing these topics is limited. This investigation aimed to examine the effectiveness of a school-based, narrative-based program to promote self-regulated learning strategies and academic performance among fourth-graders from low socioeconomic backgrounds. Twelve classes were randomly assigned to the intervention or control group. The students from low socioeconomic status backgrounds in each group were enrolled in the study. A quasi-experimental study with three measurement moments was conducted. Data were gathered from self-reported questionnaires and an on-task measure. Findings indicate that the program was efficacious in promoting the use of self-regulated learning strategies and academic performance in children from low socioeconomic backgrounds. This research paper discusses both practical implications and future research guidelines.
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Funding
This study was conducted at the Psychology Research Centre (CIPsi/UM) School of Psychology, University of Minho, supported by the Foundation for Science and Technology (FCT) through the Portuguese State Budget (UIDB/01662/2020). PM was supported by the Transitory Disposition of the Decree No. 57/2016, of 29th of August, amended by Law No. 57/2017 of 19 July. RA and BP were supported by a PhD scholarship from the Portuguese Foundation for Science and Technology (SFRH/BD/128848/2017; SFRH/BD/143469/2019 respectfully). Additionally, this research activity received funding from the ADIR research group, which is granted by the European Regional Development Funds (European Union and Principality of Asturias) through the Science, Technology, and Innovation Plan (FC-GRUPIN-IDI/2018/000199). The funder had no role in research design, data collection, decision to publish, or preparation of the manuscript. The authors would like to thank all the children, families, and teachers that participated in this project. Also, the authors would like to thank Abigail Leavitt for the English editing of the manuscript.
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Study conception and design was done by Raquel Azevedo and Pedro Rosário. Material preparation, data collection, and curation were performed by Raquel Azevedo. Data curation was also done by Beatriz Pereira and Armanda Pereira. Formal data analysis was performed by José Carlos Núñez. The original draft was written by Raquel Azevedo. Review and editing of the manuscript were performed by Raquel Azevedo, Pedro Rosário, Paula Magalhães, and José Carlos Núñez. Research supervision was performed by Pedro Rosário and Paula Magalhães. All authors read and approved the final manuscript.
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R. Azevedo. Department of Applied Psychology, University of Minho, Braga, 4710-057, Portugal. Email: raquel.azevedo.mota@gmail.com
Current themes of research:
Educational psychology. Elementary education. Self-regulated learning. Learning to learn. Children from disadvantaged backgrounds. Children from vulnerable groups.
Most relevant publications in the field of Psychology of Education:
Azevedo, R., Rosário, P., Martins, J., Rosendo, D., Fernández, P., Núñez, J. C., & Magalhães, P. (2019). From the hospital bed to the laptop at home: Effects of a blended self-regulated learning intervention. International journal of environmental research and public health, 16(23), 4802.
Pereira, B., Magalhães, P., Pereira, R., Azevedo, R., Kirkman, S., Mourão, R., & Rosário, P. (2018). Building knowledge of healthy eating in hospitalized youth: A self-regulated campaign.
Rosário, P., Núñez, J. C., Vallejo, G., Azevedo, R., Pereira, R., Moreira, T., ... & Valle, A. (2017). Promoting Gypsy children’s behavioural engagement and school success: Evidence from a four-wave longitudinal study. British Educational Research Journal, 43(3), 554-571.
Rosário, P., Núñez, J. C., Vallejo, G., Cunha, J., Azevedo, R., Pereira, R., ... & Moreira, T. (2016). Promoting Gypsy children school engagement: A story-tool project to enhance self-regulated learning. Contemporary Educational Psychology, 47, 84-94.
P. Rosário. Department of Applied Psychology, University of Minho, Braga, Portugal.
Current themes of research:
Educational psychology. Elementary education. Self-regulated learning. Academic achievement. Motivation. Metacognition. Education research. Assessment. Children from vulnerable groups.
Most relevant publications in the field of Psychology of Education:
Rosário, P., Cunha, J., Nunes, T., Nunes, A. R., Moreira, T., & Núñez, J. C. (2019). “Homework should be… but we do not live in an ideal world”: Mathematics teachers’ perspectives on quality homework and on homework assigned in elementary and middle schools. Frontiers in psychology, 10, 224.
Rosário, P., Högemann, J., Núñez, J. C., Vallejo, G., Cunha, J., Oliveira, V., ... & Rodrigues, C. (2017). Writing week-journals to improve the writing quality of fourth-graders’ compositions. Reading and Writing, 30(5), 1009.
Rosário, P., Núñez, J. C., Vallejo, G., Cunha, J., Azevedo, R., Pereira, R., ... & Moreira, T. (2016). Promoting Gypsy children school engagement: A story-tool project to enhance self-regulated learning. Contemporary Educational Psychology, 47, 84-94.
Rosário, P., Núñez, J. C., Trigo, L., Guimarães, C., Fernández, E., Cerezo, R., ... & Figueiredo, M. (2015). Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain. Higher Education Research & Development, 34(1), 173-187.
Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition and learning, 10(3), 375-406.
Núñez, J. C., Cerezo, R., Bernardo, A., Rosário, P., Valle, A., Fernández, E., & Suárez, N. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: Results of a experience in higher education. Psicothema, 274-281.
P. Magalhães. Department of Applied Psychology, University of Minho, Braga, Portugal.
Current themes of research:
Educational psychology. Elementary education. Self-regulated learning. Healthy diet. Procrastination.
Most relevant publications in the field of Psychology of Education:
Magalhães, P., Pereira, B., Oliveira, A., Santos, D., Núñez, J. C., & Rosário, P. (2021). The mediator role of routines on the relationship between general procrastination, academic procrastination and perceived importance of sleep and bedtime procrastination. International Journal of Environmental Research and Public Health, 18(15), 7796.
Pereira, B., Silva, C., Núñez, J. C., Rosário, P., & Magalhães, P. (2021). “More than buying extra fruits and veggies, please hide the fats and sugars”: Children’s diet latent profiles and family-related factors. Nutrients, 13(7), 2403.
Magalhães, P., Pereira, B., Dembo, R., Silva, C., Machado, P., & Rosário, P. (2020). The overlooked role of motivation related variables on children’s healthy eating. In Healthy Lifestyles and Healthy Eating, Nova Science Publishers
Magalhães, P., Cruz, V., Teixeira, S., Fuentes, S., & Rosário, P. (2020). An exploratory study on sleep procrastination: Bedtime vs. while-in-bed procrastination. International Journal of Environmental Research and Public Health, 17(16), 5892.
J. C. Núñez. Department of Psychology, University of Oviedo, Oviedo, Spain.
Current themes of research:
Educational psychology. Elementary education. Self-regulated learning. Academic achievement. Assessment.
Most relevant publications in the field of Psychology of Education:
Rosário, P., Högemann, J., Núñez, J. C., Vallejo, G., Cunha, J., Oliveira, V., ... & Rodrigues, C. (2017). Writing week-journals to improve the writing quality of fourth-graders’ compositions. Reading and Writing, 30(5), 1009.
Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition and learning, 10(3), 375-406.
González-Pienda, J. A., Fernández, E., Bernardo, A., Núñez, J. C., & Rosário, P. (2014). Assessment of a self-regulated learning intervention. The Spanish Journal of Psychology, 17.
Núñez, J. C., Cerezo, R., Bernardo, A., Rosário, P., Valle, A., Fernández, E., & Suárez, N. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: Results of a experience in higher education. Psicothema, 274-281.
Valle, A., Núñez, J. C., Cabanach, R. G., González-Pienda, J. A., Rodríguez, S., Rosário, P., ... & Muñoz-Cadavid, M. A. (2008). Self-regulated profiles and academic achievement. Psicothema, 20(4), 724-731.
B. Pereira. Department of Applied Psychology, University of Minho, Braga, Portugal.
Current themes of research:
Educational psychology. Elementary education. Self-regulated learning. Children from vulnerable groups. Healthy diet.
Most relevant publications in the field of Psychology of Education:
Pereira, B., Silva, C., Núñez, J. C., Rosário, P., & Magalhães, P. (2021). “More than buying extra fruits and veggies, please hide the fats and sugars”: Children’s diet latent profiles and family-related factors. Nutrients, 13(7), 2403.
Rosário, P., Pereira, B., Magalhães, P., Moreira, T., Mesquita, S., Fuentes, S., ... & Vallejo, G. (2020). A brief school-based intervention on Gypsy culture: A longitudinal cluster randomized trial. The Journal of Educational Research, 113(6), 462-474.
Magalhães, P., Pereira, B., Dembo, R., Silva, C., Machado, P., & Rosário, P. (2020). The overlooked role of motivation related variables on children’s healthy eating. In Healthy Lifestyles and Healthy Eating, Nova Science Publishers
Pereira, B., Rosário, P., Silva, C., Figueiredo, G., Núñez, J. C., & Magalhães, P. (2019). The mediator and/or moderator role of complexity of knowledge about healthy eating and self-regulated behavior on the relation between family’s income and children’s obesity. International journal of environmental research and public health, 16(21), 4207.
A. Pereira. Department of Education and Psychology, School of Human and Social Sciences, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal.
Current themes of research:
Educational psychology. Elementary education. Self-regulated learning. Metacognition. Inclusive education. Neuropsychology. Children from vulnerable groups.
Most relevant publications in the field of Psychology of Education:
Pereira, A., Miranda, S., Teixeira, S., Mesquita, S., Zanatta, C., & Rosário, P. (2021). Promote selective attention in 4th-grade students: Lessons learned from a school-based intervention on self-regulation. Children, 8(3), 182.
Pereira, A., Rosário, P., Lopes, S., Moreira, T., Magalhães, P., Núñez, J. C., ... & Sampaio, A. (2019). Promoting school engagement in children with cerebral palsy: A narrative based program. International journal of environmental research and public health, 16(19), 3634.
Pereira, A., Moreira, T., Lopes, S., Nunes, A. R., Magalhães, P., Fuentes, S., ... & Rosário, P. (2016). “My child has cerebral palsy”: Parental involvement and children’s school engagement. Frontiers in psychology, 7, 1765.
Rosário, P., Pereira, A. S., Högemann, J., Nunez, A. R., Figueiredo, M., Núñez, J. C., ... & Gaeta, M. L. (2014). Autorregulación del aprendizaje: Una revisión sistemática en revistas de la base SciELO. Universitas Psychologica, 13(2), 781-798.
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Azevedo, R., Rosário, P., Magalhães, P. et al. A tool-kit to help students from low socioeconomic status background: a school-based self-regulated learning intervention. Eur J Psychol Educ 38, 495–518 (2023). https://doi.org/10.1007/s10212-022-00607-y
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DOI: https://doi.org/10.1007/s10212-022-00607-y