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Author: search.filters.author.Andrade-Sánchez, Adriana IsabelSubject: search.filters.subject.Aptitudes sobresalientes

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    Percepción del apoyo social y función familiar en adolescentes con y sin aptitudes sobresalientes
    (Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
    Andrade-Sánchez, Adriana Isabel
    ;
    Márquez Cabellos, Norma Guadalupe
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    In this study, 707 students participated (459 without outstanding skills and 248 with outstanding skills) from two High Schools in the State of Colima, Mexico. The research is quantitative and the objective was to analyze the similarities and/or differences in the perception of social support and family function of students for secondary education with and without outstanding skills. Two instruments were applied, APGAR and DUKE-UNC-11, they show the perception about social support and family function. The results indicate that students with and without outstanding skills perceive, for the most part; nomofuntional families and very few with family dysfunction. However, some differences in functional social support and poor support are identified due to the characteristics of the study population.
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    Estrategias cognitivas y metacognitivas en estudiantes de educación secundaria con aptitudes sobresalientes
    (Universidad Panamericana, Escuela de Pedagogía, 2017-07-10)
    Márquez Cabellos, Norma Guadalupe
    ;
    Andrade-Sánchez, Adriana Isabel
    ;
    Cuevas Romo, Julio
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    This article addresses a study of 254 high school adolescents with outstanding skills, focusing on the identification of cognitive strate-gies and metacognitive strategies from the perspective of the Learning Strategies Questionnaire —CEA— (Beltrán, Pérez and Ortega, 2006). The research is quantitative. The results allow to identify the learning profile, the applied cognitive and metacognitive strategies previously, during and after resolve a problem; which made it possible to affirm the importance of developing cognitive and metacognitive strate-gies aimed at acquiring tools for autonomous work, self-regulated work, planning, evaluation and self-learning control, to get success in different study areas
      24  62