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Date of Award
5-2026
Document Type
Restricted Thesis: Campus only access
Degree Name
Master of Arts in Child, Adolescent, and Family Studies
Department
Child Development
First Reader/Committee Chair
Looney, Lisa
Abstract
ABSTRACT
Self-regulation is a foundational construct in academic success, encompassing the capacity to manage attention, behavior, and persistence in goal-directed learning. This present study examined whether computerized cognitive training enhances cognitive abilities and whether such improvements are associated with changes in students' perceived self-regulation. Participants included 177 students attending community day schools who completed a 12-hour adaptive CCT intervention targeting working memory, processing speed, and cognitive flexibility.
Results revealed significant improvements across all cognitive domains following the intervention, indicating that CCT was effective in strengthening targeted cognitive skills. Contrary to the hypothesis, however, participants reported significant decreases in several aspects of perceived self-regulation following the intervention. Given this pattern, the anticipated predictive relationship between cognitive gains and perceived self-regulation was not supported.
These findings suggest that improvements in cognitive skills might not immediately translate into how students view their own abilities. One possible explanation is that participation in the training increased students’ awareness of their challenges, leading them to evaluate themselves more critically. Overall, the results highlight the complex relationship between cognitive abilities and perceived self-regulation and emphasize the importance of supporting students not only in building skills but also in recognizing their growth.
Recommended Citation
Saucedo, Angelina, "STRENGTHENING SELF-REGULATION AND COGNITIVE SKILLS: EVALUATING THE EFFECTS OF COMPUTERIZED COGNITIVE TRAINING" (2026). Electronic Theses, Projects, and Dissertations. 2404.
https://scholarworks.lib.csusb.edu/etd/2404