Students with functional diversity at the university: needs and difficulties

Introducción. La presente investigación se plantea con el objetivo de conocer cuáles son las necesidades y dificultades que presentan los estudiantes con diversidad funcional en la universidad. Método. Se utilizó un cuestionario para la recopilación de datos. Participaron 73 estudiantes con diversidad funcional, que cursan sus estudios en una universidad pública española. Resultados. Los resultados obtenidos indican que este colectivo presenta dificultades para seguir las explicaciones del profesorado, realizar las prácticas y/o los exámenes. Asimismo, un porcentaje importante considera que el profesorado tendría que recibir formación para saber cómo atender a la diversidad y que las medidas educativas puestas en marcha por la institución no responden a sus necesidades. Conclusión. Como conclusión podemos afirmar que se hace necesaria la eliminación de barreras arquitectónicas e instaurar programas de formación docente para mejorar la atención a la diversidad, pues no hacerlo contribuirá a generar barreras que impiden la inclusión, al no garantizar la igualdad de oportunidadesIntroduction. The aim of this research is to find out what are the needs and difficulties that students with functional diversity present at the university. Method. A questionnaire was used for data collection. Seventy-three students with functional diversity who are studying at a Spanish public university participated. Results. The results obtained indicate that this group presents difficulties in following the explanations of the professors, doing the practicals and/or exams. Likewise, a significant percentage considers that the teaching staff should receive training to know how to deal with diversity and that the educational measures implemented by the institution do not respond to their needs. Conclusion. In conclusion, we can affirm that it is necessary to eliminate architectural barriers and establish teacher training programs to improve attention to diversity, since not doing so will contribute to generating barriers that prevent inclusion, by not guaranteeing equal opportunitiesS

Perceived social support and self-regulated learning: A systematic review and meta-analysis

Self-regulated learning (SRL) is conceived as an active, constructive process aimed at the attainment of personal learning goals. It is considered essential for academic achievement and life-long learning. Distal and proximal social influences, among which perceived social support (PSS) has been receiving increasing attention, are thought to play a key role in the development and display of SRL. In this paper, we aim to summarize the available data on the relationship between PSS and SRL by reviewing published studies that include samples comprising students at different stages of education, ranging from elementary school to university. We conducted a systematic literature review and meta-analysis, seeking to examine the association between PSS and SRL, by considering the possible moderating effects of different support provisions and sources. In addition, we tentatively propose explanations for the relationship based on broadly supported theoretical models of PSS and SRLThis publication is part of Project PID2021–126981OB-I00, funded by MCIN/ AEI/10.13039/501100011033/, by “ERDF A way of making Europe”, and by Xunta de Galicia (ED431C 2022/17)S

Los estudiantes de la Universidad de Santiago de Compostela ante la diversidad funcional de sus compañeros y compañeras

Para dar continuidad a investigaciones previas, la presente investigación se plantea con el objetivo general de conocer las ideas y actitudes de los estudiantes de la Universidad de Santiago de Compostela (USC) hacia sus iguales con diversidad funcional (discapacidad). El método de recogida de información seleccionado ha sido la encuesta, utilizando un cuestionario como instrumento para la recopilación de datos. Participaron un total de 400 estudiantes sin discapacidad de la USC, que cursan sus estudios en las diferentes áreas de conocimiento. Los resultados indican que los estudiantes de la USC manifiestan unas ideas y actitudes positivas, de aceptación hacia la integración en la universidad de sus compañeros y compañeras con diversidad funcional. A diferencia de lo que ocurre en otras investigaciones, la edad, el género y el curso académico en el que están matriculados no introdujeron diferencias estadísticamente significativas en cuanto a las ideas y actitudes manifestadasTo continue previous research, this research is proposed in order to know the ideas and attitudes of students of the University of Santiago de Compostela (USC) towards their peers with functional diversity (disability). The method selected for collecting information has been the survey, using a questionnaire as a tool for data collection. A total of 400 non-disabled students from the USC participated, studying in the different areas of knowledge. The results indicate that USC students express positive ideas and attitudes, of acceptance towards the integration into the university of their peers with functional diversity. Unlike other research, the age, gender and academic year in which they are enrolled did not introduce statistically significant differences in the ideas and attitudes expressedS

Perceived social support and its relationship with self‑regulated learning, goal orientation self‑management, and academic achievement

Self-regulated learning is recognized as a core competence for academic success and lifelong formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students (n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on metacognitive knowledge, metacognitive and cognitive learning strategies, and academic achievement, considering the potential mediating role of goal orientation self-management. Structural Equation Modelling yielded a conceptually consistent and statistically satisfactory empirical model, explaining a moderate-high percentage of the variance in self-regulated learning and academic achievement. The results showed that perceived support from teachers and family positively predicted metacognitive knowledge, metacognitive and cognitive learning strategies, and mastery self-talk and negatively predicted work-avoidance self-talk. Moreover, mastery self-talk and work-avoidance self-talk directly and indirectly (through metacognitive knowledge) predicted academic achievement. Perceived social support is proposed as a marker of vulnerability/protection and as a resource for facing challenges in the academic contextOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. Grant PID2021-126981OB-I0 funded by MCIN/AEI/ 10.13039/501100011033 and by “ERDF A way of making Europe” and by Xunta de Galicia (ED431C 2022/17)S

Flashbulb memories in the communication of the diagnosis of visual impairment: the effect of context and content

The diagnosis of a child’s visual impairment is remembered vividly and intensely by their parents. However, the way in which the diagnosis is communicated may affect the development and persistence of this memory. The aim of this study is to analyze the circumstances in which the first news of the diagnosis of visual impairment in children is given and whether the memory of this event persists over time leading to a flashbulb memory. A longitudinal study was carried out with the participation of 38 mothers. Data were collected on sociodemographics, clinical variables, circumstances surrounding the communication of the diagnosis, and the degree of agreement of the information in the two phases of the research. The diagnosis was, on the whole, given to both parents at the same time, in medical language and with little tact, generally in the office of an ophthalmologist. The mothers would have preferred to have received the news in a different way, and the existence of a flashbulb memory is confirmed, more dependent on the context in which the diagnosis was given and its content than on sociodemographic and clinical factors. The way in which the first news of such a diagnosis is given plays a significant role in how it is remembered. Therefore, an improvement in medical practice regarding the communication of such diagnoses is recommendedS