Persona:
Suárez Riveiro, José Manuel

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0000-0003-4201-2256
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Suárez Riveiro
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José Manuel
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Autor: Martínez Vicente, Marta × search.filters.applied.f.itemFacultad: Facultad de Educación ×

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  • No hay miniatura disponible
    Publicación
    Relationship between learning English as foreign language and the executive attention profile in Spanish schoolchildren
    (Colegio Oficial de la Psicología de Madrid y la Fundación del Colegio Oficial de la Psicología de Madrid, 2023-05-10) Martínez Vicente, Marta; Martínez Valderrey, Vanesa; Suárez Riveiro, José Manuel; Valiente Barroso, Carlos; https://orcid.org/0000-0002-6601-9674; https://orcid.org/0000-0001-5024-5733; https://orcid.org/0000-0003-4670-0523
    Executive functions are established as vital in learning, as well as in the development of psycholinguistic skills crucial to learning a second language. The present study analyzes relationships between variables linked to executive functioning and to academic achievement in English as a foreign language (EFL). The participants were 519 primary school students between the ages of 10 and 12. The results show a tendency to greater sustained and selective attention and consequently better attention control and concentration on task when academic achievement in English was higher. Our discriminant analysis verifies that sustained and selective attention, attention deficit, and concentration on task explain and predict group membership in EFL achievement groups (low, medium, and high achievement). It is important to plan activities to develop executive functioning, alongside the regular curriculum content, in order to improve learning and acquisition of psycholinguistic skills, the foundation for bilingualism or second-language learning.
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    Publicación
    Strategic-motivational profile and academic achievement in primary school students
    (Universidad Nacional de Educación a Distancia, 2023-01-02) Martínez Vicente, Marta; Suárez Riveiro, José Manuel; Valiente Barroso, Carlos; https://orcid.org/0000-0002-6601-9674; https://orcid.org/0000-0003-4670-0523
    Among a multitude of variables that are involved in self-regulated learning and that define the student’s profile, we find learning strategies and academic motivation. The aim of this study was to analyze relationships between learning strategies, attitude toward study, selfconcept, and academic achievement. A total of 519 students from upper primary education in Cantabria (Spain) were participants in this cross-sectional study, which used nonexperimental, descriptive, correlational methodology. The results confirmed a tendency for greater use of learning strategies, along with optimal motivation towards schoolwork, to be positively related to overall academic achievement. Moreover, low-medium-high levels of learning strategy use and of academic motivation were differentially associated with academic achievement. This study has confirmed that complementary learning strategies such as group work or extracurricular activities, as well as academic self-concept, are predictive of achievement in the subjects considered, as well as of academic achievement in general. Educational contexts that take into account learning strategies and academic motivation are called for, both as a means and as an end in themselves, in order to achieve meaningful, practical and functional learning that leads to higher academic achievement.