Can whole-class intervention positively enhance executive functioning and specifically self -regulation in the classroom? A cognitive neuropsychology based enquiry

Long, Robert 2015. Can whole-class intervention positively enhance executive functioning and specifically self -regulation in the classroom? A cognitive neuropsychology based enquiry. DEdPsy Thesis, Cardiff University. Item availability restricted.

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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.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Uncontrolled Keywords:	Whole -class intervention Cognitive neuropsychology Executive functioning Self-regulation
Date of First Compliant Deposit:	30 March 2016
Last Modified:	13 May 2022 11:00
URI:	https://orca.cardiff.ac.uk/id/eprint/71929

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