Autorregulación en estudiantes universitarios: Estrategias de aprendizaje, motivación y emociones

Kupczyszyn, Karina Noelia Hendrie; Bastacini, María del Carmen

doi:10.15517/revedu.v44i1.37713

Cited by 18 publications

(13 citation statements)

References 39 publications

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“…The integrated work-model, we designed as an example of online learning method is based on the complex dynamic and constant interaction between cognitive, emotional-motivational, and social aspects of learning, which are responsible for academic performance, especially in online settings and pandemic stressful context (Hendrie and Bastacini, 2020). We do not seek to propose an exhaustive and extensive model of instructional design but to offer a guideline for higher-education professionals for structuring and adapting their own courses to student's needs.…”

Section: Discussionmentioning

confidence: 99%

Learning Design for Future Higher Education – Insights From the Time of COVID-19

2021

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The COVID-19 pandemic brought many challenges in higher education. All teaching and learning activities were moved online. Universities had to provide adapted solutions to facilitate learning and maintain students’ engagement. Online education implies creating new learning environments with the help of digital technologies. Beyond the process of acquisition of knowledge, teachers needed to facilitate cooperative learning, build positive relations, and reduce negative emotions. We provide some expert insights based on empirical observations on teaching and assessment practices connected with psychology models applied in education. The aim of the paper is to formulate specific learning design recommendations for developing effective didactic strategies and addressing the current worldwide critical issue: dealing with digitization of higher education in the immediate future. We propose a model of university classes aimed at bringing together our experience as teachers of psychology and didactics with evidence-based cognitive-educational theories and practices. The result is an example of an instructional work-model based on the complex dynamic between cognitive, emotional-motivational, and social aspects of learning in online settings. The effectiveness of university teaching in the post-digital era is strongly connected with the ability to create cognitive-transferable learning experiences, emotionally safe learning environments, while promoting an active autonomy-focused approach for self-regulated learning.

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Section: Discussionmentioning

confidence: 99%

Learning Design for Future Higher Education – Insights From the Time of COVID-19

2021

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“…It thus constitutes an essential process for psychological functioning (Schmeichel and Baumeister, 2004;Zimmerman, 2008). It is the complex and dynamic interaction between the affective-motivational and the cognitive aspects that influence the effort and performance of the academic task (Zimmerman, 2008;Hendrie and Bastacini, 2020). This research corresponds to the achievement of learning in online environments and in lockdown conditions, which involves high-stress levels of coping.…”

Section: Self-regulation Of Learning In Online Environmentsmentioning

confidence: 99%

The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

Gaeta

Rodriguez

2021

Front. Psychol.

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One of the main challenges in higher education is promoting students' autonomous and self-regulated learning, which involves managing their own emotions and learning processes in different contexts and circumstances. Considering that online learning during the COVID-19 pandemic may be an opportunity for university students to take greater responsibility for their learning, it is essential to explore the strategies they have developed in the face of emotional and learning challenges during the health crisis. This study aimed at analyzing the relationships between students' emotions, coping strategies, and self-regulated learning in online learning during COVID-19 home confinement. The participants were 1,290 Mexican students from different universities throughout the country, who answered an online self-report questionnaire from standardized instruments adapted to the pandemic. Data were analyzed with descriptive and inferential analyses, including a structural equation model (SEM). Findings indicate that, although anxiety, boredom, and frustration were present among participants during confinement, the primary emotions were gratitude, joy, and hope. Second, the main coping strategies used by students participating were focused on facing and reassessing the situation. Furthermore, tranquility, hope, gratitude, and joy were positively related to self-regulated learning, although, loneliness and disinterest were negatively related. Finally, it was found that an approach to coping strategies mediated the relationship between emotions and self-regulated learning. Thus, teachers should help students understand the relevance of active coping strategies and use student-centered learning models that promote autonomous and self-regulated learning, considering each learner's needs, during and after confinement.

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“…It is centred on the strengths that students use as a systematic learning method, directing their thoughts, feelings, and behaviour towards study and making it possible for them to adapt to the different scenarios presented to them (Zimmerman, 2001;. There is a meaningful relationship between the cognitive and the emotional, since when students are connected to the task and are motivated to engage with the concepts being studied, even when these are scientific and complex, they will feel satisfied and be able to assimilate them more effectively, thus giving good results (Hendrie & Bastacini, 2020).…”

Section: Introductionmentioning

confidence: 99%

Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students

2022

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The sciences are a complex and especially demanding area of study for undergraduate students, particularly in the earlier years, which are a critical period of adaptation to a new educational stage. The use of new teaching models is encouraged to improve their learning, such as flipped classroom (FC), which pursues more meaningful and effective learning that encourages an active role for students.The aim of this study is to perform a systematic review to evaluate the effectiveness of the FC model in learning in the field of experimental and health sciences in higher education during the 2014-2021 period, specifically in students' performance, determining the influence of students' motivation and self-regulation during the process.The phases and quality standards for systematic reviews were complied with in the search for and compilation of the articles analysed.Science students generally view FC as satisfactory. The results show increased motivation and self-regulation and, by extension, a general positive impact on academic performance as benefits. Furthermore, motivation and self-regulation are regarded as key requirements for good performance in an FC environment in the sciences.However, to achieve good results, FC must be applied in such a way that students are able to reflect on their own learning process. RESUMENEl ámbito de las ciencias se caracteriza por ser un estudio complejo especialmente demandante para los estudiantes universitarios, y más en los primeros años, que suponen un periodo crítico de adaptación a la nueva etapa educativa. Para mejorar su aprendizaje se fomenta el uso de nuevos modelos, como el flipped classroom (FC), que persigue un aprendizaje más significativo y eficaz que fomente el papel activo de los estudiantes.El objetivo de este estudio es realizar una revisión sistemática para evaluar la eficacia del FC en el aprendizaje en el ámbito de las Ciencias Experimentales y de la Salud, en la etapa de educación superior, entre 2014-2021, concretamente en el rendimiento de los estudiantes, determinando la influencia de la motivación y la autorregulación del alumnado durante el desarrollo del método. Para la búsqueda y recopilación de los artículos analizados se han cumplido con las fases y estándares de calidad de las revisiones sistemáticas.De modo general, el FC se percibe de un modo satisfactorio por los alumnos del ámbito de ciencias. Los resultados evidencian como beneficios el aumento de la motivación, autorregulación y, por extensión, el impacto positivo generalizado sobre el rendimiento académico. Por otro lado, la motivación y la autorregulación son consideradas requisitos clave para el buen desempeño dentro del entorno del FC en el ámbito de las ciencias.Sin embargo, para lograr buenos resultados el uso del FC debe ser aplicado de forma que los estudiantes sean capaces de reflexionar sobre su propio proceso de aprendizaje.

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Autorregulación en estudiantes universitarios: Estrategias de aprendizaje, motivación y emociones

Cited by 18 publications

References 39 publications

Learning Design for Future Higher Education – Insights From the Time of COVID-19

Learning Design for Future Higher Education – Insights From the Time of COVID-19

The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students

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