The researchers Jennifer Cunha, Ana Guimarães, Juliana Martins e Pedro Rosário have published an article in the journal "Children" titled "A Self-Regulation Intervention Conducted by Teachers in a Disadvantaged School Neighborhood: Implementers’ and Observers’ Perceptions of Its Impact on Elementary Students"
This study indicates that teachers who implemented the "Yellow Trails and Tribulations" intervention observed that their students, overall, not only demonstrated knowledge and use of self-regulation strategies in different contexts but also showed positive academic emotions and improved peer relationships, as well as increased participation in sessions and classrooms.
Keywords: disadvantaged school neighborhood; elementary teachers; fourth grade; knowledge transfer; narrative-based intervention; self-regulated learning
