Autorregulación del aprendizaje y rendimiento académico en estudiantes de Medicina: el caso de tres Universidades de Paraguay / Self-regulation of learning and academic performance in medical students: The case of three Universities of Paraguay

Introducción: La autorregulación del aprendizaje se refiere a la modulación de los procesos afectivos, cognitivos y conductuales a lo largo de una experiencia de aprendizaje para alcanzar un nivel de logro deseado. Los estudiantes que tienen un mejor manejo de sus habilidades cognitivas y metacognitivas aprenden de una mejor forma que aquellos que no, por lo tanto, es fundamental estudiar a qué nivel los estudiantes universitarios son capaces de aprender a aprender y a ser gestores de su aprendizaje. Objetivos: Analizar la relación entre la autorregulación del aprendizaje y el rendimiento académico en estudiantes de la carrera medicina de tres universidades en el año 2022. Materiales y métodos: Esta investigación siguió un enfoque cuantitativo, el tipo de investigación fue observacional de tipo descriptivo. Se utilizó un instrumento previamente validado para identificar los tipos de autorregulación, la Autorregulación del Aprendizaje a partir de Textos (ARATEX-R). Resultados: No se encontró relación significativa entre el perfil académico de los estudiantes de medicina y el puntaje total del ARATEX-R. Al estudiar la relación entre las dimensiones de la autorregulación se encontró relación entre el rendimiento académico y la planificación y la gestión de la motivación, lo que implica que los que tienen mejores habilidades de planificación y que son capaces de gestionar su motivación tienen mejor rendimiento académico. Conclusión: Las principales dimensiones que caracterizan la autorregulación del aprendizaje en estudiantes de medicina fueron: gestión del contexto, gestión de la cognición y evaluación de la comprensión.

Introduction: Self-regulation of learning refers to the modulation of affective, cognitive and behavioral processes throughout a learning experience to reach a desired level of achievement. Students who have a better management of their cognitive and metacognitive skills learn in a better way than those who do not, therefore, it is essential to study at what level university students are capable of learning to learn and to be managers of their learning. Objectives: To analyze the relationship between self-regulation of learning and academic performance in medical students from three universities in the year 2022. Materials and methods: This research followed a quantitative approach; the type of research was observational and descriptive. A previously validated instrument was used to identify types of self-regulation, the Self-Regulation of Learning from Texts (ARATEX-R). Results: No significant relationship was found between the academic profile of medical students and the total ARATEX-R score. When studying the relationship between the dimensions of self-regulation, a relationship was found between academic performance and motivation planning and management, which implies that those who have better planning skills and who are able to manage their motivation have better academic performance. Conclusion: The main dimensions that characterize the self-regulation of learning in medical students were: context management, cognition management and comprehension evaluation.

Self-regulated learning e ensino médico: revisão de literatura / Self-regulated learning and medical education: a literature review

Resumo: Introdução: A aprendizagem autorregulada (self-regulated learning - SRL) é o processo ativo que o aluno realiza para atingir seus objetivos de aprendizagem. No ensino médico, pelo fato de o ambiente clínico ser propício para o desenvolvimento da SRL, há potencial benefício na aplicação dessa ferramenta no processo de ensino-aprendizado, embora as diferenças em seus cenários de aplicação exijam uma análise mais aprofundada. Objetivo: Este artigo apresenta uma revisão da literatura sobre o histórico do desenvolvimento da SRL, sua aplicabilidade e avaliação em estudantes de Medicina por meio de escala validada, além dos fatores que a influenciam, como métodos de ensino e questões demográficas e socioculturais. Método: Realizou-se uma busca com o descritor self-regulated learning nas plataformas PubMed e SciELO e na revista Medical Education Online para artigos em inglês publicados entre 2010 e 2021. Resultado: A busca nas bases de dados resultou em 198 artigos, dos quais foram selecionados 100 para a análise crítica. Desses 100 artigos, selecionaram-se 31 que preenchiam os critérios desta revisão. Conclusão: A SRL é um conceito contemporâneo considerado pilar no processo educacional. Trata-se de ferramenta de grande valor em psicologia educacional. A aplicabilidade da SRL no contexto do ensino médico demonstra-se efetiva e traz consigo especificidades sobre a autorregulação do estudante de Medicina. Contudo, são necessários novos estudos acerca do tema, de modo a permitir o desenvolvimento de métodos instrucionais eficazes com sua utilização.

Abstract: Introduction: Self-regulated learning (SRL) is the active process that students perform to achieve their learning goals. In medical education, the development of SRL is favoured by the clinical environment, hence there is potential benefit in applying this tool in the teaching-learning process, although the differences in its application scenarios require deeper analysis. Objective: The aim of this article is to present a literature review on the development of SRL, its applicability and evaluation in medical students using a validated scale, and the factors that influence it, such as teaching methods and demographic and sociocultural issues. Method: A search was performed on the Pub-med and Scielo platforms and the online Medical Education Journal for articles in English published between 2010 and 2021 using the descriptors "Self-regulated learning". Results: The database search resulted in 198 articles, of which 100 were selected for critical analysis. Of these, 31 articles were selected based on meeting the criteria of this review. Conclusions: SRL is a contemporary educational concept and considered a pillar in the educational process. It is a valuable tool in educational psychology. Its applicability in the context of medical education proves to be effective and brings with it specificities in relation to the self-regulation of medical students. However, further studies on the subject are necessary to allow for the development of effective instructional methods to support its use.

Research on self-regulated learning in the clinical environment of 8-year medical students / 中华医学教育探索杂志

Objective:To explore the change of medical students' self-regulated learning from traditional medicine to clinical practice in emergency department, and to provide direction for optimizing the curriculum system and exploring new education and teaching methods.Methods:Through questionnaires and in-depth interviews, the self-regulated learning scale was applied, and the 6-level Likert scale was used for scoring. A total of 118 medical students, including 8-year undergraduates majoring in clinical medicine of Peking Union Medical College, were evaluated in the traditional medicine course stage (traditional group), emergency clinical practice stage (clinical group), and emergency clinical practice stage of the "4 + 4" reform pilot class ("4 + 4" pilot class group) of clinical medicine. The learning situation and related influencing factors were self-regulated. SPSS 23.0 was used for one-way analysis of variance.Results:Among the eight-year medical students of Peking Union Medical College, there were 48 males (40.7%) and 70 females (59.3%). The three groups of 8-year traditional medicine course stage, 8-year emergency clinical practice stage and "4 + 4" pilot class of emergency clinical practice stage were analyzed. The results showed that the total score of self-regulated learning ability in the clinical group was significantly lower than that in the traditional group [(326.2±31.9) vs. (347.7±40.2) points]. The subscales of self-regulated learning ability were analyzed respectively. In the learning motivation subscale, the score of external goal orientation of the clinical group is significantly lower than that of the traditional group [(8.9±2.3) vs. (10.0±2.9) points] and the score of the "4 + 4" pilot class group is significantly higher than that of the clinical group [(11.0±3.5) vs. (8.9±2.3) points]. In the learning strategy subscale, there was no significant difference among the three groups. In the resource management subscale, the scores of time and study environment [(6.5±1.1) vs. (7.5±1.9) points], learning management [(37.7±4.0) vs. (40.3±3.0) points] and help-seeking [(32.7±5.3) vs. (37.5±9.5) points] of the clinical group decreased significantly compared with those of the traditional group, while the scores of learning management [(40.2±7.3) vs. (37.7±4.0) points] and help-seeking [(38.7±7.6) vs. (32.7±5.3) points] of the "4+4" pilot class group increased significantly compared with those of the clinical group.Conclusion:The self-regulated learning of clinical medical students has changed significantly during the transition from traditional medical class to emergency clinical practice. The decrease of external goal orientation and resource management may be the important reason for the decline of the self-regulated learning ability of 8-year undergraduate medical students in the clinical environment during emergency practice.

Thriving in remOTe learning: Promoting self-regulated learning of students in an online learning context

@#The shift to remote learning during the pandemic highlighted the importance of self-regulated learning (SRL). Education scholars posit that SRL promotes positive remote learning experiences in various student populations. Students cannot be expected to be self-regulated learners in a remote setup by exposing themselves to online courses alone. Thus, the Department of Occupational Therapy of the University of the Philippines Manila College of Allied Medical Professions created a webinar based on the constructs of SRL to aid students in transitioning to this setup. The webinar was organized for students to understand the concept of SRL and to identify SRL strategies they can use. Faculty shared practical tips, personal experiences, and contextualized examples on how students can use these strategies to thrive in the remote setup. Given the positive feedback, there is value found in similar activities to utilizing SRL dimensions to prepare students for remote learning. Recommendations for future studies about SRL are stated.

Extent of self-regulated learning among allied health students in an online environment

Background@#The shift to online learning during the COVID-19 pandemic has caused students to experience several challenges in their academic lives. A strategy that may assist in mitigating these challenges and facilitating students' positive adaptation to online learning is the promotion of self-regulated learning (SRL). However, SRL is underexplored in the context of health sciences students. @*Objectives@#This study aimed to describe the extent and examine the nature of SRL of allied health students in a fully remote learning environment. @*Methodology@#This is a cross-sectional online survey study. Data were collected online using Qualtrics. Descriptive statistics and confirmatory factor analysis were used to determine the extent and nature of SRL, respectively. @*Results@#Responses from 241 participants show that students had a mean self-regulated learning score of 82.80 out of 120 (SD=12.68). Of the dimensions of SRL, students had higher scores in environmental structuring, time management, and self-evaluation than the other dimensions. A six-factor second-order model of self-regulation showed adequate model-data fit (χ2=673.88, CFI=0.95, TLI=0.95, SRMR=0.09, RMSEA=0.09 [90% CI=0.08-0.09]). @*Conclusion@#Health science students showed a high level of SRL; SRL for these students is adequately measured using the six dimensions of goal setting, environmental structuring, tasks strategies, time management, help seeking, and self-evaluation. The results indicate the value of understanding the extent and nature of SRL as a first step in planning strategies to support learning and student success in remote environments.

The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence

Abstract Background The area of self-regulated learning integrates the fields of metacognition and self-regulation and assumes that the student is an active processor of information capable of self-regulating his learning by putting together the cognitive, metacognitive, and motivational components. The Motivated Strategies for Learning Questionnaire (MSLQ) is a benchmark for the measurement of self-regulated learning. However, the field of study does not show adequate evidence of its structural validity. The vast majority of studies involving this question present serious methodological mistakes, compromising the evidence of validity. Objective Our study investigates the structural validity of MSLQ including all 15 scales and corrects relevant mistakes in the previous studies. Method We tested different models through item confirmatory factor analysis in a convenience sample of 670 college students (M = 22.8 years, SD = 5.2) from a public Brazilian university in the technological area. The models with the ML, MLR, MLM and WLMSV estimators. Results Only WLSMV produced models with acceptable fit. The final model has a bi-factor structure with a general factor (self-regulated learning), 15 components as first-order factors, and four broad components as second-order factors. Twelve first-order components, all second-order components and the general factor had acceptable reliability. The components' elaboration, intrinsic goal orientation and metacognitive self-regulation, did not show acceptable reliability, in terms of McDonald's omega. Conclusion Considering the worldwide importance of the MSLQ, we do not recommend the use of the measurement of these components for clinical practice and psychoeducational diagnosis until new studies show that this low reliability only occurs in our sample. Our study shows new evidence, correcting many previous methodological mistakes and producing initial evidence favorable to the factor structure of the MSLQ.

Validity evidence of the Academic Procrastination Scale for undergraduates / Evidências de validade da Escala de Procrastinação Acadêmica para Universitários / Evidencias de validez de la Escala de Procrastinación Académica para universitarios

The objective of this study is to analyze the validity evidence of the Academic Procrastination Scale (APS) in a sample consisting of 1979 students from public and private universities, from different courses, 67% of the students being women, aged 18 to 68 years old (M = 22.84). The principal component analysis revealed two components, also validated by confirmatory analysis, which showed a good overall fit of a two-dimensional model: Daily Study Procrastination (a = 0.75) and Exam Study Procrastination (a = 0.75). Internal consistency was estimated through Cronbach's alpha, obtaining 0.83 for the total scale. The study concludes that APS has satisfactory psychometric properties and suggests further validation studies and also analysis of academic procrastination in higher education students. (AU)

O objetivo deste estudo é analisar as evidências de validade da Escala de Procrastinação Acadêmica (EPA) em uma amostra de 1979 estudantes de universidades públicas e privadas, matriculados em cursos de graduação distintos, sendo 67% mulheres, com idades variando entre 18 e 68 anos (M = 22,84). A análise de componentes principais indicou dois componentes, validados também pela análise confirmatória, a qual confirmou o ajuste dos dados ao modelo de dois fatores: Procrastinação para o Estudo Diário (a = 0,75) e Procrastinação para o Estudo para Provas (a = 0,73). A consistência interna, estimada pelo alfa de Cronbach, foi de 0,83 para a escala total. Conclui-se que a EPA apresenta propriedades psicométricas satisfatórias, com a sugestão da continuidade de estudos de validade e, também, de avaliação da procrastinação acadêmica em estudantes do ensino superior. (AU)

El objetivo de esta investigación es analizar las evidencias de validez de la Escala de Procrastinación Académica (EPA) en una muestra constituida por 1979 estudiantes de universidades públicas y privadas, de diferentes cursos de grado, de los cuales el 67% eran mujeres, con edades comprendidas entre 18 y 68 años (M = 22,84). El análisis de los componentes principales reveló dos componentes, también validados por el análisis confirmatorio, que mostró un buen ajuste general de un modelo bidimensional: Procrastinación del Estudio Diario (a = 0,75) y Procrastinación del Estudio en Exámenes (a = 0,75). La consistencia interna se estimó mediante el alfa de Cronbach, obteniendo 0,83 para la escala total. Se concluye que la EPA cuenta con propiedades psicométricas satisfactorias y sugiere otros estudios de validación y de análisis de la procrastinación académica en los estudiantes de educación superior. (AU)

Medical internship training during the COVID-19 pandemic ­ A case of 'sacrificial pawns' or not?

Background: Newly qualified medical practitioners in South Africa (SA) are part of the frontline health care workers who face Africa's most severe coronavirus disease 2019 (COVID-19) pandemic. The experiences of interns during the pandemic reflect SA's preparedness to respond in a crisis and inform strategies that could be adopted to balance training and service in resource-challenged contexts. Aim: To explore the strengths, weaknesses, opportunities and threats posed during the first wave of the COVID-19 pandemic as reflected on by interns within the clinical training platforms in SA. Setting: Public hospitals in KwaZulu-Natal. Methods: An online questionnaire consisting of eight open-ended questions based on the SWOT framework related to personal and professional perspectives to clinical training during the COVID-19 pandemic was developed using SurveyMonkey. All data were collected remotely via social media platforms. Data were thematically analyzed. Results: Forty-six interns reflected on personal and systemic challenges as the major threats and weaknesses in intern training during the COVID-19 pandemic. Extrapolating on strengths and opportunities, there were three overarching learnings interns reflected on. These related to being a medical professional, communities of practice and the development and enhancement of clinical and non-clinical competencies. Existing challenges in the environment exacerbated the threats posed by COVID-19 and innovative strategies related to improving support, feedback, broadening the intern curriculum and online training. Conclusion: Although the clinical environment where interns learn and work is often stressful and overpowered by high service burdens, there are unique opportunities to enhance self-directed learning and graduate competencies, even in the midst of the COVID-19 pandemic.

Brazilian Version of Online Self-Regulated Learning Questionnaire (OSLQ): Evidence of Validity / Versão Brasileira do Online Self-Regulated Learning Questionnaire (OSLQ): Evidências de Validade

Abstract Self-regulated learning refers to intentional, planned, temporal, dynamic, and complex action. Self-regulatory assessment instruments valid for traditional teaching are not suitable for online environments. This study examinates evidence for validation of the Online Self-Regulated Learning Questionnaire (OSLQ) applied to a sample of 1,434 students from an on-line Pedagogy course, 95.12% women and 4.88% men, ages from 21 to 40 years, from different regions of Brazil. AFE and AFC considering Parallel Analyzes. The results indicated a moderate adjustment for the hypothetical six-factor model. The extraction of two factors by AFE indicated that the model has not been confirmed. This result points to the need of further studies using the instrument, aiming at its availability to research.

Resumo A autorregulação da aprendizagem refere-se à ação intencional, planejada, temporal, dinâmica e complexa. Instrumentos de avaliação da autorregulação válidos para o ensino tradicional não são adequados para ambientes on-line. Neste estudo, buscaram-se evidências de validade do Online Self-Regulated Learning Questionnaire (OSLQ), aplicado em amostra de 1.434 estudantes de um curso de Pedagogia on-line, sendo 95,12% mulheres e 4,88% homens, com idades entre 21 e 40 anos, de diversas regiões do Brasil. Foram realizadas AFC e AFE mediante Análises Paralelas. Os resultados indicaram ajuste moderado para o modelo hipotético de seis fatores. Foram extraídos dois fatores pela AFE, cujo modelo não foi confirmado. Aponta-se para a necessidade de realização de novos estudos utilizando o instrumento, visando a sua disponibilidade para uso em pesquisas.

Self-regulated Learning Strategies and Support for Nurses via Distance Learning / 医学教育

Information pertaining to self-regulated learning strategies for nurses in distance learning is scarce, There is also insufficient information regarding suitable learning support. We conducted a survey, exploring the demographic data and self-regulated learning strategies of 183 nurses who used distance learning; 159 nurses responded. In this study, nurses tended to use “asking peers” as their primary learning support. Additionally, “developing learning plans,” “devising learning methods,” and “reflecting on learning methods” showed a positive correlation. “Developing learning plans,” “devising learning methods,” and “rewarding oneself” also showed a positive correlation. Finally, a positive correlation was found between “asking peers” and “rewarding oneself.” A bulletin board for exchanging opinions among learners and the implementation of a pre-course were suggested as ways to support distance learning for nurses.

Development of self-regulated learning scale of biochemistry for medical students / 中华医学教育探索杂志

Objective:To develop a scale to assess motivation and use of learning strategies in the course of biochemistry for medical students in the theoretical frame of Zimmerman's cognitive theory.Methods:A total of 62 items was developed in the scale based on the revised motivated strategies for learning questionnaire (MSLQ), and 323 medical students from Shanghai Jiao Tong University School of Medicine were selected as subjects. The collected data were analyzed by item correlation, reliability and exploratory factor analysis.Results:Results of reliability analyses showed that Cronbach's α of the scale and two sub-scales were robust (all greater than 0.8), demonstrating good internal consistency. Results of exploratory factor analysis revealed that three factors in the motivation sub-scale were intrinsic value, self-efficacy and learning anxiety, and eight factors in the strategy sub-scale were critical thinking, organization, rehearsal, learning monitoring, learning planning, learning summarizing, time and study environment management, and peer learning.Conclusion:The reliability and validity of the scale are considered to be good, and the scale is of certain application value to understand self-regulated learning of biochemistry for medical students.

Investigation on time management and self-regulated learning of nursing students / 中华医学教育探索杂志

Objective:To investigate the status of time management and self-regulated learning of undergraduate nursing students, and to explore the correlation and influencing factors between them.Methods:In March, 2020, 873 undergraduate nursing students from a nursing college of a medical university in Chongqing were investigated with General Information Questionnaire, Adolescent Time Management Disposition Questionnaire and Self-regulated Learning Status Questionnaire. SPSS 22.0 was used for data analysis. Independent sample t-test, one-way ANOVA, pearson correlation analysis and multiple stepwise regression analysis were used for further analysis. Results:Total scores of time management disposition and self-regulated learning status were separately (153.58±18.62) points and (81.73±14.11) points. Scores of both items were influenced by different grades, whether or not they were student cadres, whether they voluntarily applied for nursing profession and whether they would like to take the postgraduate entrance examination. Correlation study showed that the score of time management disposition was significantly positively correlated with the score of self-regulated learning ( P < 0.01). And multiple stepwise regression study showed that time value, time monitoring and time efficacy entered the regression equation ( R2 = 0.353, adjusted R2 = 0.351, F = 153.073, P < 0.01). Conclusion:The undergraduate nursing students' time management disposition and self-regulated learning are at a moderate to good level. Each dimension of the time management disposition somewhat forecasts the self-regulated learning learning situation of the students. The self-regulated learning status of the nursing students can be enhanced by fostering their time management abilities.

Thriving in remote learning: Promoting self-regulated learning of students in an online learning context

@#The shift to remote learning during the pandemic highlighted the importance of self-regulated learning (SRL). Education scholars posit that SRL promotes positive remote learning experiences in various student populations. Students cannot be expected to be self-regulated learners in a remote setup by exposing themselves to online courses alone. Thus, the Department of Occupational Therapy of the University of the Philippines Manila College of Allied Medical Professions created a webinar based on the constructs of SRL to aid students in transitioning to this setup. The webinar was organized for students to understand the concept of SRL and to identify SRL strategies they can use. Faculty shared practical tips, personal experiences, and contextualized examples on how students can use these strategies to thrive in the remote setup. Given the positive feedback, there is value found in similar activities to utilizing SRL dimensions to prepare students for remote learning. Recommendations for future studies about SRL are stated.

Extent of self-regulated learning among Allied Health Students in an online environment

Background@#The shift to online learning during the COVID-19 pandemic has caused students to experience several challenges in their academic lives. A strategy that may assist in mitigating these challenges and facilitating students' positive adaptation to online learning is the promotion of self-regulated learning (SRL). However, SRL is underexplored in the context of health sciences students. @*Objectives@#This study aimed to describe the extent and examine the nature of SRL of allied health students in a fully remote learning environment. @*Methodology@#This is a cross-sectional online survey study. Data were collected online using Qualtrics. Descriptive statistics and confirmatory factor analysis were used to determine the extent and nature of SRL, respectively. @*Results@#Responses from 241 participants show that students had a mean self-regulated learning score of 82.80 out of 120 (SD=12.68). Of the dimensions of SRL, students had higher scores in environmental structuring, time management, and self-evaluation than the other dimensions. A six-factor second-order model of self-regulation showed adequate model-data fit (χ2=673.88, CFI=0.95, TLI=0.95, SRMR=0.09, RMSEA=0.09 [90% CI=0.08-0.09]). @*Conclusion@#Health science students showed a high level of SRL; SRL for these students is adequately measured using the six dimensions of goal setting, environmental structuring, tasks strategies, time management, help seeking, and self-evaluation. The results indicate the value of understanding the extent and nature of SRL as a first step in planning strategies to support learning and student success in remote environments.

Revisión sistemática del aprendizaje autorregulado en estudiantes de ciencias de la salud / Systematic review of self-regulated learning in health sciences students

Introducción: Los desafíos actuales plantean desarrollar el aprendizaje autorregulado en estudiantes de ciencias de la salud para prepararlos para un mundo cambiante y globalizado, al considerar que tienen a su cargo la vida de las personas. Objetivo: Caracterizar las investigaciones empíricas cuantitativas sobre aprendizaje autorregulado en estudiantes de ciencias de la salud. Métodos: Se realizó una revisión sistemática de la literatura en las bases de datos Web of Science (WOS), Scopus y SciELO desde 2014 hasta 2019. De los 149 artículos encontrados, se seleccionaron 29. Resultados: Europa y Asia fueron los continentes con más frecuencia de publicaciones. Destacaron el diseño de tipo no experimental, la utilización del cuestionario de motivación y las estrategias de aprendizaje, y los tamaños muestrales de 51 a 100 y de 501 a 1000. Medicina y enfermería se mostraron como las carreras que más estudiaban el aprendizaje autorregulado. Las variables de mayor frecuencia resultaron las sociodemográficas y las relacionadas con el estudiante. El aprendizaje basado en problemas en formato intracurricular constituyó la metodología más usada para desarrollarlo. Las principales limitaciones reportadas tuvieron relación con el instrumento y la muestra. Conclusiones: Es necesario desarrollar investigaciones en Sudamérica y establecer alianzas con otros países de la región, además de superar las limitaciones metodológicas. Se sugiere desarrollar diseños cuasi experimentales e investigar variables de tipo afectivas, sociales y culturales que podrían incidir en el aprendizaje autorregulado. Las metodologías activas deberían incluirse de manera permanente en los planes de estudio ya que existe evidencia de su efectividad. Se invita a todas las carreras de las ciencias de la salud a avanzar en esta área(AU)

Introduction: The current challenges pose developing self-regulated learning in health sciences students to prepare them for a changing and globalized world, considering that they are in charge of people's lives. Objective: To characterize the quantitative empirical research on self-regulated learning in health science students. Methods: A systematic review of the literature was carried out in the Web of Science (WOS), Scopus and SciELO databases from 2014 to 2019. We selected 29 out of 149 articles found. Results: Europe and Asia were the continents with the highest frequency of publications. The most significant findings were the non-experimental design, the use of motivational questionnaire, the learning strategies, and sample sizes of 51 to 100 and 501 to 1000. The medicine and nursing trainings were found to study self-regulated learning the most. The variables with the highest frequency were sociodemographic and those student-related. Problem-based learning in an intracurricular format was the most widely used methodology to develop it. The main limitations reported were related to the instrument and the sample. Conclusions: It is necessary to research in South America and to establish alliances with other countries in the region, in addition to overcoming methodological limitations. It is suggested to carry out quasi-experimental designs and investigate affective, social and cultural variables that could influence self-regulated learning. Active methodologies should be permanently included in the study plans as there is evidence of their effectiveness. All health sciences studies are invited to advance in this area(AU)

Positive learning environment, academic engagement and self-regulated learning in high school students / Ambiente de aprendizaje positivo, compromiso académico y aprendizaje autorregulado en bachilleres

Abstract From the perspective of positive environment theory, supportive environments, can promote student successful academic adaptation. Accordingly, student academic success is the result of academic adaptation, and can be assessed via means of academic engagement and self-regulated learning. Thus, the aim of the present study was to test the relationship between positive learning environments (POLE), academic engagement and self-regulated learning in high school students. Using a cross-sectional design, participants included 166 freshmen high school students, 76 participants of the sample were male (45.8%) and 90 were female (54.2%). Mean age was 15.2 (S.D. = .43). Before participation informed consent was obtained from parents and assent from participants. Students answered a questionnaire regarding academic support given by parents, pro-academic friends, positive family environment, and academic engagement and self-regulated learning. Using Structural Equation Modeling the results demonstrated (p<.05) that POLE represented a latent factor formed by parental academic support, pro-academic friends and positive family environment. The structural model showed that POLE was positively related to academic engagement (structural coefficient= .80); also, academic engagement was related with self-regulated learning (structural coefficient= .55) and explained 30% of student self-regulated learning. Results suggest that POLE could promote academic engagement and self-regulated learning.

Resumen De acuerdo con la teoría de ambientes positivos, los contextos donde se brinda apoyo académico pueden promover la adaptación exitosa de los estudiantes, y, a su vez, el resultado de dicha adaptación favorece su éxito académico, lo cual puede medirse con los constructos de compromiso académico y aprendizaje autorregulado en el ámbito académico. Teniendo esto en consideración, en la presente investigación se da cuenta de un trabajo de psicología positiva aplicada en el que se tuvo como objetivo evaluar la relación entre el ambiente de aprendizaje positivo (AAP), el compromiso académico y el aprendizaje autorregulado en bachilleres mexicanos. Para esto, se diseñó un estudio de tipo correlacional en el que participaron 166 estudiantes voluntarios de primer grado de bachillerato, seleccionados por conglomerados, con consentimiento informado individual y de sus padres. Del total de participantes, 76 fueron de sexo masculino (45.8 %) y 90 de sexo femenino (54.2 %), con una edad promedio de 15.2 años (DE = .43); quienes respondieron a cuestionarios sobre apoyo académico de padres, amigos pro-académicos, ambiente familiar positivo, compromiso académico y aprendizaje autorregulado. Se realizó un análisis de ecuaciones estructurales, y en los resultados se encontró, con una p < .05, que el AAP fue un factor latente formado por el apoyo académico de los padres, los amigos pro-académicos y el ambiente familiar positivo; además, en el modelo estructural, el AAP correlacionó positivamente con el compromiso académico (coeficiente estructural = .80), y este último se relacionó positivamente con el aprendizaje autorregulado de los estudiantes (coeficiente estructural = .55); finalmente el modelo estructural resultante explicó el 30 % del aprendizaje autorregulado. Para concluir, se discute respecto a la posibilidad de que el AAP promueva el compromiso académico y el aprendizaje autorregulado de los estudiantes.

Advisory Panel Review on the Feasibility of Three Intervention Programmes for Children with Autism Spectrum Disorder

@#Introduction: The prevalence of children with autism spectrum disorder is increasing each year. Intervention programmes towards improving the occupational needs such as daily activities of these children are limited. This study aimed to collect opinions from advisory panel for the content validation of the three developed intervention programmes to be implemented among children with autism spectrum disorder aged between 6 to 12 years. The intervention programmes are; i) self-regulated learning, ii) sensory integration intervention and iii) activity-based intervention. Methods: A cross-sectional study was conducted. Twenty occupational therapists with more than three years’ experience working with children with autism spectrum disorders were recruited as advisory panel members. Researchers-developed questionnaire was used. The questionnaire consists of nine to eleven items. Each item consists of a five-point Likert scale for quantitative responses and open-ended questions for qualitative responses. Results: Advisory panel ratings of ‘Good’ to ‘Excellent’ was reported across most items in all three intervention programmes. Overall results suggested that the intervention programmes content was rated to be suitable for children with autism spectrum disorder. Constructive comments were adopted to clarify the activities and structure of the intervention programmes. Final development of the intervention programmes is presented. Conclusion: This study provides confidence for the interventions to be incorporated into the future randomised controlled trial.

The Relative Contribution of Psychological Serenity and Self-Regulated Learning Strategies in Predicting Academic Engagement among University Students

The present study aimed to identify the relative contribution of both psychological serenity and self-regulated learning strategies in predicting academic engagement among universities. The sample consisted of 522 university students (274 males and 248 females). Data were collected by a psychological serenity scale, self-regulated learning strategies scale and academic engagement questionnaire which applied to the sample. The results of the study included a statistically significant difference between the means of the males’ and females’ scores in psychological serenity, self-regulated learning strategies, and academic engagement, the differences were in favor of females. The stepwise regression results revealed the possibility of predicting academic engagement through discipline and acceptance as a dimension of psychological serenity and self-regulated learning strategies, which are accounted for an (80.6% and 41.9%) variance in academic engagement respectively.

Variables motivacionales y cognitivas predictivas del rendimiento en estudiantes universitarios de ciencias de la salud / Cognitive and Motivational Predictive Variables Associated with Performance in University Students of Health Sciences

Introducción: La motivación, el aprendizaje y la ejecución, presentan una relación recíproca según las últimas investigaciones en aprendizaje autorregulado. La motivación influye en el aprendizaje, los estudiantes organizan y elaboran mejor los materiales, se esfuerzan más, piden ayuda con más frecuencia y en definitiva están más comprometidos con la tarea académica. Por otro lado, la ejecución y lo que los estudiantes aprenden y realizan, puede, a su vez, aumentar o disminuir la motivación, a través de variables como la autoeficacia. Objetivo: Identificar qué variables motivacionales y cognitivas predicen el rendimiento académico y como lo hacen. Métodos: Se realizó un estudio descriptivo e inferencial con una muestra de 508 estudiantes de ciencias de la salud pertenecientes a dos universidades privadas españolas, a la que se evalúa a través del Motivated Strategies For Learning Questionnaire, la utilización de estrategias cognitivas, metacognitivas, de gestión de recursos y motivacionales; después, se realizó un modelo de regresión, tomando estas estrategias como variables independientes y el rendimiento medido a través de las notas de los estudiantes como variable dependiente. Resultados: La autoeficacia para el rendimiento fue la variable que mejor predijo el rendimiento académico en los estudiantes universitarios de la muestra. Otras variables que también se relacionaron con el rendimiento fueron la gestión del tiempo y el lugar, la búsqueda de ayuda y la meta de autoensalzamiento. Conclusiones: Los resultados académicos dependen de los métodos de evaluación, del uso de estrategias cognitivas, metacognitivas, y motivacionales adecuadas al contexto instruccional, y de una mejor gestión de los recursos de aprendizaje. Estos hallazgos nos orientan a los docentes a proponer intervenciones educativas dirigidas a aumentar el uso de estrategias motivacionales y de aprendizaje en estudiantes universitarios(AU)

Introduction: Motivation, learning and practice have a reciprocal relationship, according to latest research in self-regulated learning. Motivation influences learning, students organize and elaborate materials better, make greater effort, ask for help more frequently, and ultimately are more committed to the academic task. On the other hand, the execution and what students learn and do in practice, can in turn increase or decrease motivation, through variables such as self-efficacy. Objective: To establish what motivational and cognitive variables predict academic performance and how they do it. Methods: A descriptive and inferential study was carried out with a sample of 508 students of health sciences belonging to two Spanish private universities, which are evaluated, through an adapted Motivated Strategies for Learning Questionnaire, their usage of cognitive and metacognitive strategies, and others for resource management and associated with motivation. Later, we elaborated a regression model, taking these strategies as independent variables and the performance measured through the student's grades as a dependent variable. Results: Self-efficacy for performance was the variable that best predicted academic performance in the university students that made up the sample. Other variables that were also related to performance were the management of time and place, the search for help, and the goal of self-praise. Conclusions: The academic results depend on the evaluation methods, the use of cognitive, metacognitive, and motivational strategies appropriate to the instructional context, and on better management of learning resources. These findings guide teachers to propose educational interventions aimed at increasing the use of motivational and learning strategies in university students(AU)

Motivação para Leitura e Lição de Casa no Ensino Fundamental / Motivation to Read and Homework in Elementary School

RESUMO Este estudo caracterizou a motivação para a leitura e os hábitos e estratégias para a realização da lição de casa de um grupo de estudantes do 2º ao 5º ano do Ensino Fundamental, de duas cidades de São Paulo e da Bahia. Explorou também a relação entre os construtos motivação e hábitos e estratégias para a realização da lição de casa e as diferenças em cada construto em razão do ano escolar. Os 545 participantes, entre 6 e 17 anos, preencheram um questionário de identificação e duas escalas do tipo Likert. A motivação extrínseca autônoma e as estratégias favoráveis à aprendizagem predominaram. As correlações entre os construtos alvo variaram de nulas a moderadas. A qualidade da motivação e os hábitos desfavoráveis à aprendizagem diferiram significativamente ao longo dos anos escolares, especialmente nos alunos paulistas.

ABSTRACT This study aimed to identify reading motivation and homework strategies and habits of a group of students from the 2nd to the 5th grade of Elementary School from two cities of São Paulo e Bahia. It also explored the relation between the motivation and habits/strategies constructs and the differences in each construct throughout the school grades. The 545 participants, aged 6 to 17 years, completed an identification questionnaire and two Likert scales. Autonomous extrinsic motivation and homework strategies which promote learning predominated. Correlations between the target constructs ranged from zero to moderate. Motivational quality and homework strategies differed significantly along the school years, especially for students from São Paulo.