2026-05-23T07:20:48Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/62622021-12-10T08:55:52Zcom_10259_5841com_10259_5086com_10259_2604col_10259_5842

Sáiz Manzanares, María Consuelo Carbonero Martín, Miguel Ángel 2021-12-09T13:59:11Z 2021-12-09T13:59:11Z 2017-10 2076-3425 http://hdl.handle.net/10259/6262 10.3390/brainsci7100136 The analysis of Metacognitive skills is a key element to guide the learning process. Current research has shown the initiation of these skills from an early age. The present study had two aims: (1) to validate a Scale Measuring Precursor Metacognitive Skills (SMPMS) in children with diverse disabilities, and (2) to study possible significant different between different disabilities in precursor metacognitive skill use. We worked with 87 children with different disabilities, with an average age range of 24–37 months. The results have shown high indicators of reliability and validity of the SMPMS. We isolated two factors related to cognitive and metacognitive and self-regulation skills response to an adult. We also found significant differences in the acquisition of metacognitive and self-regulation skills among children with global developmental retardation as compared to children with expressive language and comprehension disability. Research grant of the Excellence Research Group in Educational Psychology (GIE No. 179) directed by Dr. Miguel Ángel Carbonero Martín from the University of Valladolid (Spain). application/pdf eng MDPI Brain Sciences. 2017, V. 7, n. 10, 136 https://doi.org/10.3390/brainsci7100136 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Metacognition Precursors Validation scale Disabilities Educación de niños Educación especial Psicología Child rearing Special education Psychology Metacognitive Precursors: An Analysis in Children with Different Disabilities info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion