COACHING AS A SELF-REGULATED LEARNING METHOD: A TRANSDISCIPLINARY MODEL OF NON-DIRECTIVE COGNITIVE MEDIATION FOR THE STRUCTURAL MODIFIABILITY OF THOUGHT
DOI:
https://doi.org/10.56219/investigacinypostgrado.v41i1.6041Keywords:
self-regulated learning, cognitive mediation, cognitive modifiability, metacognition, non-directive coachingAbstract
This article presents the CMAAR model (Coaching as a Self-Regulated Learning Method), a transdisciplinary proposal that systematizes structured non-directive mediation as a way to structurally modify cognitive processes... It integrates Feuerstein's theory, Beck's cognitive model, Piaget's and Vygotsky's constructivism, and Zimmerman's and Bandura's self-regulation models. The theoretical framework articulates deficient cognitive functions (DCFs) and belief systems in an interdependent relationship, executed in four sequential phases (Articulation, Deconstruction, Reorganization, Conscious Experience) and five functional moments. The Basic Operational Capacity (BOC) is introduced as an original construct. The discussion addresses criticisms regarding the extrapolation of Feuerstein's work, the tension between non-directivity and the identification of distortions, and the problem of causality, defending the epistemic coherence of CMAAR. The pedagogical implications position coaching as a scientific technology oriented toward the meta-competence of "learning to learn" and cognitive autonomy.
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