Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642520
Title: Can whole-class intervention positively enhance executive functioning and specifically self-regulation in the classroom? : a cognitive neuropsychology based enquiry
Author: Long, Robert
ISNI:       0000 0004 5352 7113
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2015
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Abstract:
Informed by educational and cognitive neuropsychology, a quantitative approach was adopted to investigate if specific self-regulatory executive functioning skills could be improved in a mainstream class of primary pupils (N = 60). An intervention programme was delivered to an experimental group and using a standardised questionnaire, results were compared with those of a control group. Though the findings failed to reach statistical significance, tentative inferences concerning the effectiveness of targeted group interventions over universal ones are made. The ongoing debate concerning the contribution of cognitive neuroscience to education is explored in conjunction with the need for practising educational psychologists to offer evidence-based behaviour management interventions for class teachers.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.642520  DOI: Not available
Keywords: BF Psychology
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