Attention to needs and self-regulation through Cooperative Learning in Primary Education.

Authors

DOI:

https://doi.org/10.55777/rea.v17i34.7096

Keywords:

Cooperative Learning, Autorregulation, Needs, Comunication, Learning Styles

Abstract

The aim of this research is to propose an inclusive educational model to address the diversity of students in Primary Education, using a specific methodology to promote self-regulation and improve the Teaching-Learning process. It focuses on how Cooperative Learning can address students' needs and promote self-regulation, with a focus on students' perception of their own abilities to think, feel and act. The research was carried out with 148 students in the 1st and 2nd years of Primary Education, in two groups, one experimental and one control. An educational intervention was carried out between the Pretest and Posttest, using group tasks and reflection periods. During these tasks, students self-regulated their self-perception. The results show significant differences between Pretest and Posttest for the Experimental Group in terms of perception of interaction and relationship with peers. These changes are attributed to more cognitive attention in the Teaching-Learning process. Significant differences were also observed in cognitive dimensions such as Locus of Control and Reflexivity and Impulsivity. The research suggests that this educational model allows students to develop integral and conscious learning, taking advantage of their differences as potentialities.

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Author Biographies

María del Carmen Torres Carrero, Universidad de Castilla La Mancha, España

PhD candidate in the Doctoral Programme in Education, Arts and Humanities at the UCLM, with a line of research linked to the Department of Pedagogy. She holds a degree in Primary Education with a specialisation in Therapeutic Pedagogy and a Master's degree in Neuropedagogy, and has been a university lecturer and early childhood educator. She has worked in diverse educational contexts, promoting inclusion and meaningful learning. Her academic output includes articles and book chapters on self-regulation, cooperative learning and innovation. She has presented her research at national and international conferences. She is currently working on her doctoral thesis, after completing a stay at the Universidade Aberta in Lisbon.

Esther Ponce Blázquez, Universidad de Castilla-La Mancha, UCLM, España

Doctor of Humanities, Arts and Education, Educational Psychologist and director of the Educarte Psychology Centre for thirteen years. She has worked for nine years as a Family Educator in social services and ten years in social integration programmes. She has created her own educational method, reflected in ©Juegos de Madera Educarte, with manuals inspired by Montessori and Waldorf. She developed self-assessment materials and Movement and Colour stories for conscious learning. Author of publications on education, personal movement and communication. She is currently an associate professor in the Faculty of Education at the
University of Castilla-La Mancha.

Francisco Javier ´Sánchez Verdejo, Universidad de Castilla-La Mancha, UCLM, España

Doctor of English Philology from the UCLM,
having obtained a unanimous ‘Summa Cum Laude’ distinction. In 2009, he obtained a
scholarship for a stay at St. Joseph's College (Dublin). In 2014, he was selected to
participate in the Council of Europe's Pestalozzi Programme. He is accredited as a
Tenured Professor by ANECA. He has been invited by the European Parliament as a
national expert. In 2020, he was appointed Honorary Professor by the Catholic
University of New Spain. In 2022, he was elected Member of the Board of the European Foundation
‘Jean Monnet pour l'Europe’. In 2024, he was awarded the international
Exemplary Leader Award for his leadership skills, achievements and innovation
in teaching.

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PORTADA_VOLUMEN 18, NÚMERO 36

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Published

2025-10-22

How to Cite

Torres Carrero, M. del C., Ponce Blázquez, E., & ´Sánchez Verdejo, F. J. (2025). Attention to needs and self-regulation through Cooperative Learning in Primary Education. Journal of Learning Styles, 18(36), 176–190. https://doi.org/10.55777/rea.v17i34.7096

Issue

Vol. 18 No. 36 (2025): Universal Design for Learning as a measure of attention to diversity

Section

SCIENTIFIC ARTICLES OPEN

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