Revisión sistemática de programas educativos de procesos de autorregulación en alumnos con TDAH

  1. Alonso González, Claudia 1
  2. García Sánchez, Jesús Nicasio 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2021

Issue Title: LEARNING IN A POSITIVE MOOD: OVERCOMING COVID

Volume: 1

Issue: 2

Pages: 41-54

Type: Article

DOI: 10.17060/IJODAEP.2021.N2.V1.2156 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

We present a systematic review of the instructional studies published in the last five years on the impact of different techniques or programs on students with ADHD, mediated by self-regulation through the databases Web of Science, Scopus and Frontiers identifying 4021 publications, which, after the screening process, suitability, 8 studies are included. The four phases of the systematic review are followed, of theme and diagram of search terms, inclusion and exclusion criteria, analysis of the quality of the studies, and qualitative results and contribution of the PRISMA. The analysis focused on three types of indicators, a general analysis, an analysis of the instructional components and an analysis of the limitations of the study. It can be concluded that there are techniquesand programs based on self-regulation capable ofcontrolling the behavior ofstudents with ADHD. The added value of the work, its implications and applications, as well as future prospects are discussed, and the conclusions of the systematic review are specified. 

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Data source: Dialnet