Big five, self-regulation, and coping strategies as predictors of achievement emotions in undergraduate students

The study focused on the analysis of linear relations between personality, self-regulation, coping strategies and achievement emotions. The main objective was to establish a model of linear, empirical, associative to infer needs and proposals for intervening in emotional health in the dierent profiles of university students. A total of 642 undergraduate students participated in this research. Evidence of associative relations between personality factors, self-regulation and coping strategies was found. The neuroticism factor had a significant negative associative relationship with Self-Regulation both globally and in its factors; especially important was its negative relation to decision making, and coping strategies focused in emotion. The results of Structural Equation Model showed an acceptable model of relationships, in each emotional context. Results and practical implications are discussed

The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement and satisfaction: A structural model

The present investigation examines how personal self-regulation (presage variable) and regulatory teaching (process variable of teaching) relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables of learning) and, finally, how they relate to performance and satisfaction with the learning process (product variables). The objective was to clarify the associative and predictive relations between these variables, as contextualized in two different models that use the presage-process-product paradigm (the Biggs and DEDEPRO models). A total of 1101 university students participated in the study. The design was cross-sectional and retrospective with attributional (or selection) variables, using correlations and structural analysis. The results provide consistent and significant empirical evidence for the relationships hypothesized, incorporating variables that are part of and influence the teaching¿learning process in Higher Education. Findings confirm the importance of interactive relationships within the teaching¿learning process, where personal selfregulation is assumed to take place in connection with regulatory teaching. Variables that are involved in the relationships validated here reinforce the idea that both personal factors and teaching and learning factors should be taken into consideration when dealing with a formal teaching¿learning context at university

Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students

La autorregulación personal se ha conceptuado como una meta-habilidad, de orden meta-motivacional y meta-afectivo. Esta investigación pretendió establecer las relaciones de asociación e interdependencia con otras variables motivacionales-afectivas relevantes. Participaron un total de 121 alumnos de 2º y 4º curso de Psicología, de la Universidad de Almería (España). Se realizaron análisis correlacionales bivariados de Pearson, ANOVAs y MANOVAs. Los resultados mostraron una relación significativa de ferencial entre la autorregulación personal y cada tipo de enfoque de aprendizaje, positiva con la tenacidad y con control resiliente, y negativa con la preocupación. Se evidencia el valor de esta construcción psicoeducativa presagio de las variables estudiadas.Personal self-regulation has been conceptualized as meta-hability, a meta-motivational and meta-affective variable. The objective of this investigation was to establish association and interdependence relationships with other important motivational-affective variables. There were 121 participants in the study, all of them students from the second and fourth year of the Psychology degree program at the University of Almería (Spain). Pearson bivariate correlational analyses, ANOVAs and MANOVAs were car ried out. Self-regulation was shown to have a signifi cant relationship with each type of learning approach, positive with tenacity and with resilient control, and a negative relationship with worry. Personal self-regulation is shown to have value as a presage psychological construct within the study of motivational-affective variables in Education

Students factors affecting undergraduates perceptions of their teaching and learning process within ECTS experience

Introduction: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching¿learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience. Method: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience. Analyses of variance were carried out, taking the following factors as independent variables: student¿s grade average, year in school, study discipline, credit load in terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was used as the dependent variable. Results: The data analyses showed variability of the degree of statistically significance among the factors that influenced students¿ perceptions of the TLP. These factors included: Student¿s grade average (in favor of high performers), year in school (in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and e-learning (in favor of its use). These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP. Discussion and Conclusion: The present findings certainly have implications to deepen our understanding of the core beliefs, commitment, and the experience in shaping the implementation of the European Higher Education Area through the ECTS

Maternal factors associated with birth weight in term infants, Colombia, 2002-2011

ABSTRACT: The study aimed to identify maternal factors associated with birth weight in Colombia from 2002 to 2011. This was a descriptive study based on data from the Live Birth Registry of Colombia, Administrative Department of Vital Statistics. Birth weight was classified as low birth weight < 2,500g, insufficient birth weight 2,500-2,999g, normal birth weight 3,000-3,999g, and high birth weight ≥ 4,000g. Data analysis used Mann-Whitney U test, Kruskal-Wallis test, and multinomial logistic regression. Women with increased likelihood of low birth weight newborns were 35 years or older (OR = 1.4; 95%CI: 1.39-1.4), had little schooling (OR = 1.1; 95%CI: 1.1-1.1), were single (OR = 1.1; 95%CI: 1.1-1.2), without prenatal care (OR = 1.9; 95%CI: 1.9-2.0), and lived in rural areas (OR = 1.2; 95%CI: 1.1-1.2). Women with higher prevalence of high birth weight newborns were 35 years or older (OR = 1.1; 95%CI: 1.1-1.1) and had four or more children (OR = 2.1; 95%CI 2.0-2.1). Insufficient birth weight showed a similar pattern to low birth weight. In conclusion, social, demographic, and maternal factors influence the birth weight of newborns in Colombia.RESUMEN: El estudio tuvo como objetivo identificar los factores maternos asociados con el peso al nacer, en Colombia, entre 2002-2011. Fue un estudio descriptivo, basado en información del Registro de Nacido Vivo de Colombia del Departamento Administrativo de Estadísticas Vitales, se clasificó el peso al nacer como: bajo peso al nacer < 2.500g, peso insuficiente 2.500- 2.999g, peso adecuado 3.000-3.999g y macrosomía ≥ 4.000g. Para el análisis se utilizó la U Mann-Whitney, Kruskall Wallis y un modelo de regresión logística multinomial. Las mujeres con mayor probabilidad de recién nacidos con bajo peso fueron las de 35 años o más (OR = 1,4; IC95%: 1,39- 1,4), con bajo nivel educativo (OR = 1,1; IC95%: 1,1-1,1), solteras (OR = 1,1; IC95%: 1,1-1,2), sin asistencia a controles prenatales (OR = 1,9; IC95%: 1,9-2,0) y de la zona rural (OR = 1,2; IC95%: 1,1-1,2). Las mujeres con mayor prevalencia de recién nacidos macrosómicos fueron de 35 años o más (OR = 1,1; IC95%: 1,1-1,1) y de 4 hijos o más (OR = 2,1; IC95%: 2,0-2,1). El peso insuficiente tuvo un comportamiento similar al bajo peso al nacer. En conclusión, los factores sociodemográficos y maternos influencian el peso al nacer de recién nacidos de mujeres colombianas

Anales del III Congreso Internacional de Vivienda y Ciudad "Debate en torno a la nueva agenda urbana"

Acta de congresoEl III Congreso Internacional de Vivienda y Ciudad “Debates en torno a la NUEVa Agenda Urbana”, ha sido una apuesta de alto compromiso por acercar los debates centrales y urgentes que tensionan el pleno ejercicio del derecho a la ciudad. Para ello las instituciones organizadoras (INVIHAB –Instituto de Investigación de Vivienda y Hábitat y MGyDH-Maestría en Gestión y Desarrollo Habitacional-1), hemos convidado un espacio que se concretó con potencia en un debate transdisciplinario. Convocó a intelectuales de prestigio internacional, investigadores, académicos y gestores estatales, y en una metodología de innovación articuló las voces académicas con las de las organizaciones sociales y/o barriales en el Foro de las Organizaciones Sociales que tuvo su espacio propio para dar voz a quienes están trabajando en los desafíos para garantizar los derechos a la vivienda y los bienes urbanos en nuestras ciudades del Siglo XXI

Estado nutricional del hierro en gestantes adolescentes, Medellín, Colombia

Objetivo: analizar el estado nutricional del hierro en gestantes adolescentes de tercer trimestre. Metodología: estudio analítico de corte transversal con 276 adolescentes entre 10 y 19 años, en tercer trimestre de gestación de la Empresa Social del Estado (ese) Metrosalud (Medellín, 2011-2012), con datos de hemoglobina, volumen corpuscular medio, concentración de hemoglobina corpuscular media e ingesta de suplemento de hierro. La ferritina sérica se analizó en 178 gestantes, controlada por proteína C-reactiva. Se utilizaron medidas de tendencia central, dispersión, porcentajes y pruebas de Chi2, anova, Kruskal-Wallis y U de Mann-Whitney. Resultados: la prevalencia de anemia fue 17,1% en el tercer trimestre de gestación y por deficiencia de hierro, 51%. La mediana de ferritina sérica fue 13,3 μg/L (RQ: 7,7 μg/L-17,9 μg/L); sólo el 5,6% (n = 9) presentó valores adecuados de ferritina. Las madres que tomaron suplemento de hierro diariamente presentaron mejores concentraciones de hemoglobina y ferritina, frente a aquellas que no lo hicieron, Hb 12,1g/dL vs. 11,7 g/dL (p = 0,019) y ferritina sérica 14,6 μg/L vs. 7,0 μg/L (p = 0,000). Discusión: hubo altas prevalencias de anemia y ferropenia en las gestantes, asociadas con la no adherencia al suplemento de hierro

Nutritional status of iron in pregnant adolescents, Medellín, Colombia

ABSTRACT: To analyze the nutritional status of iron in pregnant adolescents in their third trimester. Methodology: a crosssectional analytical study with 276 adolescents between the ages of 10 and 19 in the third trimester of pregnancy from the ESE Metrosalud State Social Enterprise (Medellín 2011- 2012). Data was collected for hemoglobin, mean corpuscular volume, mean corpuscular concentration and the ingestion of iron supplements. Serum ferritin levels were analyzed in 178 pregnant adolescents and were controlled by C-reactive protein. Central tendency measures, dispersion, percentages and Chi 2, anova, Kruskal-Wallis and Mann-Witney U tests were employed. Results: anemia prevalence was 17.1% in the third trimester, 51% because of iron deficiency. Median serum ferritin was 13.3 μg/L (RQ: 7.7 μg/L-17.9 μg/L); only 5.6% (n=9) showed adequate ferritin levels. Mothers who took daily iron supplements exhibited greater concentrations of hemoglobin and ferritin when compared with those who did not take any supplement, Hb: 12.1g/dL vs 11.7 g/dL ( p = 0.019) and serum ferritin 14.6 μg/L vs7.0 μg/L (p = 0.000). Discussion: there was high prevalence of anemia and iron deficiency in the expectant mothers, which was associated with a lack of adherence to the iron supplement.RESUMEN: Analizar el estado nutricional del hierro en gestantes adolescentes de tercer trimestre. Metodología: estudio analítico de corte transversal con 276 adolescentes entre 10 y 19 años, en tercer trimestre de gestación de la Empresa Social del Estado (ese) Metrosalud (Medellín, 2011-2012), con datos de hemoglobina, volumen corpuscular medio, concentración de hemoglobina corpuscular media e ingesta de suplemento de hierro. La ferritina sérica se analizó en 178 gestantes, controlada por proteína C-reactiva. Se utilizaron medidas de tendencia central, dispersión, porcentajes y pruebas de Chi2, anova, Kruskal-Wallis y U de Mann-Whitney. Resultados: la prevalencia de anemia fue 17,1% en el tercer trimestre de gestación y por deficiencia de hierro, 51%. La mediana de ferritina sérica fue 13,3 μg/L (RQ: 7,7 μg/L-17,9 μg/L); sólo el 5,6% (n = 9) presentó valores adecuados de ferritina. Las madres que tomaron suplemento de hierro diariamente presentaron mejores concentraciones de hemoglobina y ferritina, frente a aquellas que no lo hicieron, Hb 12,1g/dL vs. 11,7 g/dL (p = 0,019) y ferritina sérica 14,6 μg/L vs. 7,0 μg/L (p = 0,000). Discusión: hubo altas prevalencias de anemia y ferropenia en las gestantes, asociadas con la no adherencia al suplemento de hierro.RESUMEN: Analizar el estado nutricional del hierro en gestantes adolescentes de tercer trimestre. Metodología: estudio analítico de corte transversal con 276 adolescentes entre 10 y 19 años, en tercer trimestre de gestación de la Empresa Social del Estado (ese) Metrosalud (Medellín, 2011-2012), con datos de hemoglobina, volumen corpuscular medio, concentración de hemoglobina corpuscular media e ingesta de suplemento de hierro. La ferritina sérica se analizó en 178 gestantes, controlada por proteína C-reactiva. Se utilizaron medidas de tendencia central, dispersión, porcentajes y pruebas de Chi2, anova, Kruskal-Wallis y U de Mann-Whitney. Resultados: la prevalencia de anemia fue 17,1% en el tercer trimestre de gestación y por deficiencia de hierro, 51%. La mediana de ferritina sérica fue 13,3 μg/L (RQ: 7,7 μg/L-17,9 μg/L); sólo el 5,6% (n = 9) presentó valores adecuados de ferritina. Las madres que tomaron suplemento de hierro diariamente presentaron mejores concentraciones de hemoglobina y ferritina, frente a aquellas que no lo hicieron, Hb 12,1g/dL vs. 11,7 g/dL (p = 0,019) y ferritina sérica 14,6 μg/L vs. 7,0 μg/L (p = 0,000). Discusión: hubo altas prevalencias de anemia y ferropenia en las gestantes, asociadas con la no adherencia al suplemento de hierro

The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement and satisfaction: A structural model

The present investigation examines how personal self-regulation (presage variable) and regulatory teaching (process variable of teaching) relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables of learning) and, finally, how they relate to performance and satisfaction with the learning process (product variables). The objective was to clarify the associative and predictive relations between these variables, as contextualized in two different models that use the presage-process-product paradigm (the Biggs and DEDEPRO models). A total of 1101 university students participated in the study. The design was cross-sectional and retrospective with attributional (or selection) variables, using correlations and structural analysis. The results provide consistent and significant empirical evidence for the relationships hypothesized, incorporating variables that are part of and influence the teaching¿learning process in Higher Education. Findings confirm the importance of interactive relationships within the teaching¿learning process, where personal selfregulation is assumed to take place in connection with regulatory teaching. Variables that are involved in the relationships validated here reinforce the idea that both personal factors and teaching and learning factors should be taken into consideration when dealing with a formal teaching¿learning context at university