{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,8]],"date-time":"2026-01-08T22:20:03Z","timestamp":1767910803850,"version":"3.49.0"},"reference-count":103,"publisher":"MDPI AG","issue":"11","license":[{"start":{"date-parts":[[2023,11,8]],"date-time":"2023-11-08T00:00:00Z","timestamp":1699401600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100001871","name":"Foundation for Science and Technology (FCT)","doi-asserted-by":"publisher","award":["UIDB\/01662\/2020"],"award-info":[{"award-number":["UIDB\/01662\/2020"]}],"id":[{"id":"10.13039\/501100001871","id-type":"DOI","asserted-by":"publisher"}]},{"name":"Gulbenkian Knowledge Academies (Calouste Gulbenkian Foundation)","award":["UIDB\/01662\/2020"],"award-info":[{"award-number":["UIDB\/01662\/2020"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Children"],"abstract":"<jats:p>Self-regulated learning contributes to students\u2019 academic success and their future as citizens. However, self-regulation skills are seldom or poorly promoted during instruction. To address this gap, the current article reports data on the implementation of an evidence-based intervention (i.e., a narrative-based intervention called \u201cYellow Trials and Tribulations\u201d) in a disadvantaged school neighborhood. Prior studies showed positive results of this intervention in promoting elementary students\u2019 self-regulation skills. Still, the data are mainly quantitative and limited to students\u2019 reports or classroom observations made by researchers. Hence, the current study aimed to explore the implementers\u2019 and observers\u2019 perceptions of the impact of the intervention. Four elementary teachers implemented the intervention in their fourth-grade classes (N = 96 students). For each session, the implementers and observers completed a session sheet collaboratively, as well as individual final reports at the end of the intervention. The records were analyzed through a direct content analysis. The data indicated a perceived increase in knowledge and the use of self-regulation skills in the educational context and in daily life routines. Moreover, the data allowed for the identification of other positive gains of the intervention. The findings extended prior research while helping researchers to further understand the impact of the narrative-based intervention. The implications for research and educational practice are provided.<\/jats:p>","DOI":"10.3390\/children10111795","type":"journal-article","created":{"date-parts":[[2023,11,8]],"date-time":"2023-11-08T07:02:05Z","timestamp":1699426925000},"page":"1795","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["A Self-Regulation Intervention Conducted by Teachers in a Disadvantaged School Neighborhood: Implementers\u2019 and Observers\u2019 Perceptions of Its Impact on Elementary Students"],"prefix":"10.3390","volume":"10","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8604-2049","authenticated-orcid":false,"given":"Jennifer","family":"Cunha","sequence":"first","affiliation":[{"name":"Psychology Research Centre, School of Psychology, University of Minho, 4710-057 Braga, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8703-7492","authenticated-orcid":false,"given":"Ana","family":"Guimar\u00e3es","sequence":"additional","affiliation":[{"name":"Psychology Research Centre, School of Psychology, University of Minho, 4710-057 Braga, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8242-6173","authenticated-orcid":false,"given":"Juliana","family":"Martins","sequence":"additional","affiliation":[{"name":"Psychology Research Centre, School of Psychology, University of Minho, 4710-057 Braga, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3221-1916","authenticated-orcid":false,"given":"Pedro","family":"Ros\u00e1rio","sequence":"additional","affiliation":[{"name":"Psychology Research Centre, School of Psychology, University of Minho, 4710-057 Braga, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2023,11,8]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"195","DOI":"10.1207\/s15326985ep3204_1","article-title":"Social Origins of Self-Regulatory Competence","volume":"32","author":"Schunk","year":"1997","journal-title":"Educ. 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