EMOTIONAL REGULATION AND MOTIVATION STRATEGIES TO STRENGTHEN THE SCALE OF CONCENTRATION AND UNDERSTANDING IN THE LEARNING OF CETPRO STUDENTS

Abstract

The objective is to evaluate the impact of ten emotional regulation and motivation strategies on the concentration and comprehension scales on the learning of CETPRO students. The method is a quasi-experimental design with experimental group (n = 75) and control group (n = 75). Pre- and post-tests were applied: a concentration observation rubric (scale 1-4) and a comprehension questionnaire adapted from the PROLEC-SE. Results, in the experimental group, the average concentration increased from 2.08 ± 1.04 to 3.16 ± 0.97 (t = 6.94; p < 0.001) and comprehension from 2.47 ± 0.88 to 3.23 ± 0.81 (t = 5.98; p < 0.001). The control group did not present significant changes (p > 0.79). At the percentage level, the "Full" scale of concentration went from 13% to 49% (+36 pp) and the "Limited" scale fell from 37% to 7% (−30 pp). In comprehension, "Very good" rose from 9% to 43% (+34 pp) and "Limited" fell from 16% to 4% (−12 pp). Conclusions, the multimodal intervention significantly increased sustained concentration and technical understanding, moving students towards higher performance levels with no effects on the control group. It is recommended to integrate these strategies into regular teaching practice and verify their long-term sustainability.