Instrucción en estrategias y entrenamiento atribucional: efectos sobre la resolución de problemas y el autoconcepto de los estudiantes con dificultades en el aprendizaje
Restricted accessResearch articleFirst published online January, 1997
Instrucción en estrategias y entrenamiento atribucional: efectos sobre la resolución de problemas y el autoconcepto de los estudiantes con dificultades en el aprendizaje
Este estudio investigó la eficacia del entrenamiento atribucional asociado a un programa dirigido a enseñar estrategias de resolución de problemas a estudiantes con dificultades en el aprendizaje (DA). El programa de instrucción de estrategias tuvo dos modalidades: (a) instrucción en estrategias mediante autoinstrucciones, y (b) instrucción en estrategias mediante autoinstrucciones más reentrenamiento atribucional explícito. Cuarenta y un niños de 5° de Primaria con DA se distribuyeron aleatoriamente en cuatro grupos: dos grupos de tratamiento, un grupo control placebo y un grupo control sin tratamiento. Los efectos se evaluaron en tres momentos (pretest, posttratamiento y seguimiento) a través de cuestionarios cumplimentados para padres y profesores, pruebas de resolución de problemas de matemáticas y autoinformes de atribuciones y autoconcepto. Los resultados indicaron que los estudiantes que siguieron un programa de instrucción en estrategias mejoraron en todas las medidas utilizadas, pero las ganancias, especialmente en la fase de seguimiento, fueron superiores en el grupo que además recibió reentrenamiento atribucional.
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