Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

Abstract

Early dropout and retention of students are critical problems in both secondary and higher education. Existing models that predict the intention to drop out require the incorporation of complex variables strongly related to student success, such as self-regulated learning. Moreover, new possible predictors have emerged in the context of a pandemic. This study set out to validate scales that measure the phases of self-regulation of learning in Chilean secondary school students and determine the association between self-regulation, forced labor insertion, technological barrier, and intention to quit during COVID-19. An instrumental design was carried out, where 251 students participated, and a cross-sectional predictive design with a sample of 171. Results showed adequate psychometric properties in assessment scales for self-regulation. Furthermore, the logistic regression model carried out to predict the dropout intention was significant. The final model showed that external causal attributions, planning self-evaluation, forced labor insertion, and technological barriers were significant predictors, achieving a success rate of 84.8%. In conclusion, although many factors are considered in dropout intention models, this study incorporated self-regulation skills that can be promoted in students and systematically integrated into school programs to help reduce dropout rates in secondary education, therefore contributing to a successful transition to higher education.

Self-Regulated Learning and Academic Performance in Chilean University Students in Virtual Mode During the Pandemic: Effect of the 4Planning App

“…The transition between secondary education and higher education is a critical stage, in which students may present shortcomings in competencies required for learning when they enter university, implying in many cases dropout or delay in educational trajectories (Dörrenbächer and Perels, 2016;Moreno-Marcos et al, 2020;Padilla-Petry and Vadeboncoeur, 2020;Sáez-Delgado et al, 2021). The development of competencies such as willingness to learn or autonomy requires personal, group, and institutional efforts (Sáez et al, 2018; Lobos et al, 2021a).…”

“…Virtual learning environments intensified the role of the student as an active agent, because less external control is exercised over some aspects of their behavior (e.g., whether they are really paying attention to the class). Moreover, compared to secondary education, in higher education, there is also less external control, activities are more flexible, the relationship between teachers and students are more distant, and academic demands are more complex (Dresel et al, 2015;Sáez-Delgado et al, 2021). Therefore, the development of the capacity for self-regulation, the strengthening of autonomy, and the competencies and skills required for learning face-to-face, virtual, or hybrid modalities becomes more relevant (Almusharraf and Khahro, 2020).…”

“…However, in most generations entering university, a proportion of students present low levels of self-regulation of their learning process (Vassallo, 2011;Dresel et al, 2015). This ability is especially challenging to achieve medium-and long-term goals, as occurs in the academic context (Zimmerman, 2002), predicts the performance of university students (Alotaibi et al, 2017;Ergen and Kanadli, 2017), and is associated with dropout from the educational system of university (Bernardo et al, 2019;Bäulke et al, 2021) and high school students (Sáez-Delgado et al, 2021). Self-regulated learning (SRL) is the process by which people transform their mental capacities into academic skills, learning by themselves proactively, self-generating thoughts, feelings, and behaviors aimed at achieving the academic goals they set for themselves (Zimmerman, 2002;Panadero, 2017).…”

Consideraciones pedagógicas asociadas al contexto para la enseñanza eficiente en la educación en línea

“…• El 35% de estudiantes ecuestados afirmó tener dificultades económicas Un estudio (Sáez-Delgado et al, 2021) indica que de acuerdo a la razón de probabilidades de contar con falta de autorregulación y bajo rendimiento en función de ello, manteniendo las otras variables constantes, muestra lo siguiente: los estudiantes que se consideran a sí mismos menos autorregulados, tienen 6,8 veces más probabilidades de presentar la intención de abandonar sus estudios (Sáez-Delgado et al, 2021). Esta información representada en la Figura 2, muestra que la habilidad de los estudiantes universitarios, para organizar su tiempo, sus actividades y de más aspectos contextuales está directamente relacionado con su intención de abandono y, por consiguiente, la ausencia de una enseñanza eficaz.…”

“…Intencionalidad de abandono de estudios respecto a autorregulación. Información tomada de (Sáez-Delgado et al, 2021) El conocimiento del propio estilo de aprendizaje juega un papel muy importante a la hora de estudiar en la modalidad en línea en espacios formales de educación virtual (Hoi et al, 2021).…”