This study examines the effect of self-regulated learning strategies on students' multicultural competency development. Quantitative and qualitative data were collected from 26 students who took a semester-long multicultural counseling course. Results show statistically significant improvement in students' multicultural awareness and knowledge and statistical insignificance in multicultural skill development compared to their level of competence before the training. Implications of using this approach to teach multicultural counseling courses and future research are discussed.Keywords: multicultural competency, multicultural counseling, pedagogy, self-regulative learning Este estudio examina el efecto de las estrategias de aprendizaje autorregulado en el desarrollo de la competencia multicultural de los estudiantes. Se recopilaron datos cuantitativos y cualitativos de 26 estudiantes que atendieron un curso de consejería multicultural de un semestre. Los resultados muestran una mejora estadísticamente significativa en la conciencia y conocimentos multiculturales de los estudiantes y una insignificancia estadística en el desarrollo de las habilidades multiculturales comparadas con su nivel de competencia antes de la capacitación. Se discuten las implicaciones de usar este enfoque didáctico en cursos de consejería multicultural y para investigaciones futuras.

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Objective: The purpose of this study was to examine motivations for social media use (social connectedness, entertainment, social recognition, information) and its relationship with the addictive use of social media among emerging adult university students. Method: In this quantitative study, data were collected from emerging adult university students (N = 446) who completed The Bergen Social Media Addiction Scale (BSMAS) and the Scale of Motives for Using Social Networking Sites (SMU-SNS). Results: The findings showed a moderately strong, positive relationship between addictive use of social media and social connectedness and social recognition motivations. The findings also revealed that females and on-campus students more frequently experience the addictive use of social media than males and off-campus students. Conclusion: The findings from this study provided broad support for the notion that there are significant results that it may still be important to explore a further understanding of the link between the addictive use of social media and different motivations for social media use.

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