(2013). Enfoques de aprendizaje en estudiantes universitarios: comparación de resultados con los cuestionarios ASSIST y R-SPQ-2F.

Se analiza la influencia de los enfoques de aprendizaje, los estilos de autorregulación que considera el estudiante en su tarea académica (autorregulación antes, durante y después de la tarea) y la autoeficacia académica percibida de estudiantes universitarios en su rendimiento académico. Se dispone para ello de 136 participantes de 2º curso del Grado en Psicología. Los resultados muestran que los estudiantes con un buen rendimiento previo, mayor autoeficacia y autorregulación explican mejor el éxito académico. De los enfoques de aprendizaje cabe destacar que, como en otras investigaciones, el más relacionado con el rendimiento académico es el enfoque estratégico. Sin embargo, los estudiantes de menor éxito parecen contradecir los resultados de otras investigaciones predominando en ellos un enfoque profundo. Junto a estos resultados también se muestran relaciones significativas entre enfoque estratégico, autoeficacia y autorregulación, pero no con el enfoque profundo. Se discute la relación bidireccional de estas variables con el rendimiento académico y entre sí, particularmente en lo que se refiere a los enfoques estratégicos y la autorregulación, incluido aquí el factor de metacognición declarativa de autoeficacia y su influencia como expectativa de rendimiento académico.

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

Cartilage grafting is one of the most commonly performed procedures in plastic surgery. Since storage of both autologous and allogenic cartilage is necessary, different preservation methods have been used with varying success. The use of chemical preservation procedures such as formaldehyde, Merthiolate or Cialit lead to a loss of viability of the graft. This work presents a study of the cell viability of cartilage grafts stored in different solutions (saline, RPMI 1640 and DMEM) for 100 days. Cartilage immersed in saline solution lost 50% of its viability after a storage period of 6 days, after 30 days no viable cells could be observed. In contrast to this, cartilage immersed in tissue culture media retained its viability (> 80%) during the whole storage period. No differences were found between either culture medium. The results of these experiments suggest that viable cartilage tissue can be successfully stored over a long period of time using tissue culture procedures.

obtuvieron evidencias de validez concurrente coherentes con la teoría y con resultados empíricos previos.