MECANISMOS COGNITIVOS MOTIVACIONALES ASOCIADOS A LA AUTORREGULACIÓN DEL APRENDIZAJE

En este artículo se presenta un análisis de bibliografía acerca de los mecanismos cognitivo motivacionales de autorregulación del aprendizaje; el período estudiado abarca principalmente los últimos diez años. En este análisis se precisan y definen cinco mecanismos cognitivos motivacionales: (1) auto-concepto, (2) atribuciones causales, (3) metas de estudio, (4) estrategias de autorregulación del aprendizaje y (5) expectativas de autoeficacia. A continuación, se exponen resultados de investigaciones empíricas que apuntan a modificar dichos mecanismos

Revisão sistemática sobre competências de investigação em estudantes do ensino superior

This study employed a systematic review method following PRISMA guidelines to assess the scientific production regarding research competencies in higher education students. We explored the Web of Science and Scopus databases, covering the period from 2013 to 2022. The sample included 32 studies that met the established inclusion criteria. The results revealed a limited number of studies in South America, the use of non-representative sample sizes, a shortage of theoretical models to systematize competencies, and the use of unreliable and invalid measurements. The findings from these studies indicated that university students exhibit deficiencies in literature review, methodological, and results communication skills.Este estudio aplicó un método de revisión sistemática siguiendo directrices de la declaración PRISMA. Se analizó la producción científica sobre competencias de investigación en estudiantes de Educación Superior. Se exploraron las bases Web of Science y Scopus, considerando el período 2013-2022. La muestra fue de 32 estudios que cumplieron los criterios de inclusión establecidos. Los resultados evidenciaron una escasa productividad de estudios en América del Sur, el uso de tamaños muestrales poco representativos, escasos modelos teóricos para sistematizar competencias y la aplicación de mediciones carentes de fiabilidad y validez. Los hallazgos de estos estudios revelaron que los estudiantes universitarios presentan deficiencias en habilidades de revisión de literatura, metodológicas y de comunicación de resultados.Este estudo aplicou um método de revisão sistemática seguindo as diretrizes da declaração PRISMA. Foi analisada a produção científica sobre competências de investigação em estudantes do Ensino Superior. Foram exploradas as bases de dados Web of Science e Scopus, considerando o período de 2013-2022. A amostra foi composta por 32 estudos que atenderam aos critérios de inclusão estabelecidos. Os resultados demonstraram uma escassa produtividade de estudos na América do Sul, o uso de amostras não representativas, escassos modelos teóricos para sistematizar as competências e a aplicação de medições carentes de confiabilidade e validade. Os achados desses estudos revelaram que os estudantes universitários apresentam deficiências em habilidades de revisão de literatura, metodológicas e de comunicação de resultados

Analíticas de aprendizaje y su potencial para una educación de calidad sostenible

This paper argued that learning analytics have shown benefits, but not their full potential, it is required to use the data they provide with an emphasis on learning for effective educational management and decision-making to move towards the achievement of SDG4 on educational quality in universities. Sustainable quality education is a major challenge even for developed countries and although analytics is expanding as a solution in response to the demand to feed back into the education ecosystem, there is still a large gap to leverage its multiple benefits. The acceptance of analytics by faculty, lack of a management model, different institutional motivations for its use, the false dichotomy "objectivity-subjectivity" of data, too much data science and not enough learning science, and teaching paradigms are discussed as possible factors to improve in order to achieve the full potential of analytics.Este ensayo plateó que las analíticas de aprendizaje han mostrado beneficios, pero no todo su potencial, se requiere usar los datos que éstas proporcionan con énfasis en el aprendizaje para una gestión educativa y toma de decisiones efectivas y así avanzar hacia el logro del ODS4 sobre la calidad educativa en las universidades. Una educación de calidad sostenible es un gran reto incluso para países desarrollados y aunque las analíticas se están expandiendo como solución en respuesta a la demanda para retroalimentar el ecosistema educativo, aún existe una gran brecha para aprovechar sus múltiples beneficios. Se discute la aceptación de analítica por el profesorado, ausencia de un modelo de gestión, diferentes motivaciones institucionales para su uso, la falsa dicotomía “objetividad-subjetividad” de los datos, mucha ciencia de datos y poca ciencia de aprendizaje, y paradigmas de enseñanza, como posibles factores a mejorar para lograr el máximo potencial de las analíticas

Measuring Dropout Intention in College Students: A Systematic Literature Review

University dropout is a global challenge, but current instruments often omit key factors, limiting understanding. Our study analyzed dropout intention measurement in university students via systematic review. We selected 6 relevant articles from significant databases. Most instruments have 3-5 factors, reliable dimensions, and are available in English. Though they’re mostly based on theoretical models, these seem underrepresented when examining dimensions and items. This highlights the need for better-grounded instruments, especially in Latin America where they’re scarce

Intervenções sobre competências socioemocionais em adolescentes com diagnóstico de espectro do autismo: uma revisão sistemática

Socioemotional competences in schools serve as protective factors for mental health, enhance academic outcomes, and contribute to a positive school climate. However, the impact of these competences on adolescents with autism, who experience specific challenges in communication and social interaction, remains unclear. The objective of this review is to explore the existing literature on interventions aimed at developing socioemotional competences in adolescents within the autism spectrum, focusing on their characteristics and effectiveness within the context of inclusive education challenges. The PRISMA method was employed, resulting in the selection of seven articles from a pool of 158 texts examined across four databases. The findings indicate a predominance of small effect sizes, sample sizes below 30, and a frequency of two sessions per week for periods of approximately 15 weeks.Las competencias socioemocionales en las escuelas son un factor protector de la salud mental, mejoran los resultados académicos y el clima escolar. Sin embargo, desconocemos el efecto en adolescentes con autismo, quienes tienen dificultades específicas en la comunicación e interacción social. El objetivo de esta revisión es indagar la literatura sobre intervenciones para desarrollar competencias socioemocionales en adolescentes dentro del espectro autista, sus características y efectividad en un contexto de desafíos para una educación inclusiva. Se utilizó el método PRISMA, que resultó en siete artículos seleccionados de 158 textos examinados de cuatro bases de datos. Se evidencia una predominancia de un tamaño del efecto pequeño, muestras inferiores a 30, una frecuencia de dos sesiones por semana por períodos de hasta 15 semanas aproximadamente.As competências socioemocionais nas escolas são um fator protetor da saúde mental, melhoram os resultados acadêmicos e o clima escolar. Entretanto, não sabemos o efeito em adolescentes com autismo, que têm dificuldades específicas de comunicação e interação social. O objetivo desta revisão é investigar a literatura sobre intervenções para desenvolver competências socioemocionais em adolescentes dentro do espectro autista, suas características e efetividade em um contexto de desafios para a educação inclusiva. Foi utilizado o método PRISMA, resultando em 7 artigos selecionados entre 158 textos examinados de 4 bancos de dados. Verifica-se uma predominância de um pequeno tamanho de efeito, amostras inferiores a 30, uma frequência de 2 sessões por semana por períodos de até aproximadamente 15 semanas

Identidad étnica, discriminacion percibida y procesos afectivos en jóvenes mapuches urbanos

The article presents a critical reflection on identity as understood in psychology. It expounds the importance of considering and emphasising the affective as well as the cognitive aspects of identity, and proposes that the construction of identity is a dynamic process, since it is in constant movement and transformation throughout human development. The process of identity formation is also affected by the local cultural environment and by globalisation, especially where identity tensions exist, as in the case of young people who consider themselves members of an indigenous people. In this duality, the ethnic identity of young Mapuche is constantly negotiated between the tensions of maintaining their culture and forming part of the culture of the dominant group – which commonly devalues the identity of minority groups by installing prejudices and discriminatory practices that will have consequences in the lives of the young victims of discrimination. This document is a theoretical article. Its main object is to contribute to understanding of identity formation in young people who identify themselves as Mapuche in the current context of urban Chile, which is marked by a climate of violence and discriminationEste artículo presenta una reflexión crítica a partir de la identidad en la disciplina científica de la psicología. Expone la importancia de considerar y enfatizar los aspectos afectivos de la identidad, tanto como los cognitivos. Plantea, además, que la construcción de la identidad sería un proceso diná- mico, ya que se encuentra en permanente movimiento y transformación a lo largo de todo el desarrollo humano. El proceso de conformación de la identidad es, además, afectado por su entorno cultural local y también por la globalización, sobre todo cuando existen tensiones identitarias, como es el caso de los jóvenes que se adscriben a algún pueblo originario. En esta dualidad, la identidad étnica de los jóvenes mapuches se negocia constantemente entre la tensión de mantener su cultura y formar parte de la cultura del grupo dominante, que comúnmente desvaloriza la identidad de los grupos minoritarios, a través de la instalación de prejuicios y prácticas discriminatorias, que tendrán consecuencias en la vida de los jóvenes discriminados. Este documento es un artículo teórico y tiene como objetivo principal aportar a la comprensión de la conformación identitaria en jóvenes que se identifican a sí mismos como personas mapuches, en el contexto actual, marcado por un clima de violencia y discriminación, en el Chile urbano de hoy

Predictive model of the dropout intention of Chilean university students

Dropping out of university studies is one of the current problems of Higher Education; the increased rates during the first year of the study programme is considerable around the world. Dropping out has negative social implications that are reflected at the personal, family, institutional, and educational levels. The aim of this study was to evaluate a predictive model considering the mediation of university social satisfaction and perceived academic performance within the relations between perceived social support, social self-efficacy and academic purposes with career satisfaction and dropout intention in Chilean university students. A non-experimental explanatory design of latent and observed variables was used. Structural equation analyses with Mplus software were performed. The sample consisted of 956 first year university students. The study complied with the ethical requirements for research with human subjects. As a result, a predictive model with adequate adjustment indexes was obtained. When evaluating the explanatory capacity through the coefficient of determination (R2), it was observed that it explains 38.9 and 27.4% of the variance of the dropout intention and career satisfaction, respectively. This percentage of explanation indicates a large effect size in Social Sciences; therefore, they are considered adequate predictive models. The mediation of university social satisfaction on the relationships between social support, social self-efficacy, and academic purposes with academic adjustment and dropout intention was, respectively, confirmed. The perception of academic performance has less influence on dropout intention and on career satisfaction among first-year students. The model obtained allows explaining the dropout intention and career satisfaction in first year students. In addition, it is composed of variables that can potentially be modified in the interaction of students and professors

Programas de intervención docente en competencias socioemocionales: una revisión sistemática de la literatura

Interventions related to the socio-emotional competencies of teachers are promoted in literature; however, research regarding the reported effect of these interventions is still incipient. The objective of the present study is to analyse the effectiveness, design and implementation aspects of intervention programmes in socio-emotional competencies in teachers. The method used was a systematic review of the literature in the Web of Science, Scopus and Eric databases over the last 10 years. The sample obtained consisted of 4 research studies that met the inclusion criteria. The results show that the studies have been developed in Asia, with samples smaller than 200 participants, and with positive effects. Variations in training time, methodologies and variables involved in the study were identified. In conclusion, intervention programmes in socio-emotional competencies have a positive effect on teachers by improving their perception, understanding, emotional regulation, empathy, efficacy and teaching well-being.En la literatura se promueven las intervenciones relacionadas con las competencias socioemocionales de los docentes, sin embargo, aún es incipiente la investigación respecto del efecto reportado en éstos. El presente estudio busca analizar la efectividad, aspectos de diseño y ejecución de los programas de intervención en competencias socioemocionales en docentes. El método utilizado fue una revisión sistemática de la literatura en las bases de datos Web of Science, Scopus y Eric de los últimos 10 años. La muestra que se obtuvo fue 4 investigaciones que cumplieron los criterios de inclusión. Los resultados muestran que los estudios se han desarrollado en Asia, con muestras menores a 200 participantes y se reportan positivos. Se identificaron variaciones en el tiempo de entrenamiento, metodologías y variables involucradas en el estudio. En conclusión, los programas de intervención en competencias socioemocionales tienen un efecto positivo en los docentes mejorando su percepción, comprensión, regulación emocional, empatía, eficacia y bienestar docente

Efectos de la actividad física sobre el envejecimiento cerebral saludable. Revisión sistemática

Introduction: Although there is consensus that physical activity plays a fundamental role in successful aging, it is necessary to investigate the real impact it has on the brain. Aim: The aim of this study is to identify the effects of physical activity on healthy brain aging by analyzing the structural and/or functional changes it may generate in the brain. In addition, we aim to determine whether regular participation in physical activity throughout life is a predictor of healthy brain aging. Methods: A systematic review was conducted in three databases: Web of Science, Scopus and PubMed, following PRISMA-P guidelines. Articles published between 2010 and 2023 were included. Experimental, quasi-experimental, clinical trials and cohort studies were considered. Results: A total of 63 articles were identified, of which 17 were included in the analysis. Of these, 14 reported significant effects of physical activity on healthy brain aging, of which 11 evidenced structural, 2 functional, and 1 mixed benefits. In addition, 13 articles demonstrated that participating in physical activity across the lifespan supports cognitive aging. Conclusions: Engaging in physical activity throughout life leads to structural and/or functional benefits in the brain during old age, which are related to better cognitive performance. Furthermore, it is suggested that regular participation in physical activity may be a predictor of healthy brain aging. However, controversy persists as to the type, duration and intensity of physical activity that meets the conditions necessary to promote optimal cognitive aging and that can be used as a standard measure for the promotion of healthy brain aging.Introducción: Aunque existe consenso en que la actividad física desempeña un papel fundamental en el envejecimiento exitoso, es necesario investigar el impacto real que tiene en el cerebro. Objetivo: El objetivo de este estudio es identificar los efectos de la actividad física en el envejecimiento cerebral saludable, analizando los cambios estructurales y/o funcionales que puede generar en el cerebro. Además, se pretende determinar si la participación regular en actividad física a lo largo de toda la vida es un factor predictivo de un envejecimiento cerebral saludable. Métodos: Se llevó a cabo una revisión sistemática en tres bases de datos: Web of Science, Scopus y PubMed, siguiendo las directrices PRISMA-P. Se incluyeron artículos publicados entre 2010 y 2023. Se consideraron estudios experimentales, cuasi-experimentales, ensayos clínicos y estudios de cohorte. Resultados: Se identificaron un total de 63 artículos, de los cuales se incluyeron 17 en el análisis. De estos, 14 informaron sobre efectos significativos de la actividad física en el envejecimiento cerebral saludable, de los cuales 11 evidenciaron beneficios estructurales, 2 funcionales y 1 mixto. Además, 13 artículos demostraron que participar en actividad física a lo largo de la vida favorece el envejecimiento cognitivo. Conclusiones: El desarrollo de actividad física a lo largo de toda la vida conlleva beneficios estructurales y/o funcionales en el cerebro durante la vejez, los cuales se relacionan con un mejor rendimiento cognitivo. Además, se sugiere que la participación regular en actividad física puede ser un factor predictivo de un envejecimiento cerebral saludable. Sin embargo, persiste la controversia en cuanto al tipo, duración e intensidad de la actividad física que reúne las condiciones necesarias para promover un envejecimiento cognitivo óptimo y que pueda ser utilizada como medida estándar para la promoción de un envejecimiento cerebral saludable

Systematic Review of Mindfulness-Based Interventions in Child-Adolescent Population: A Developmental Perspective

Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present review seeks to describe and compare MBIs characteristics, assessment methods, and effects in youth between 3 and 18 years old considering four developmental periods. A systematic review was carried out including experimental primary studies published during the last five years. Results show that the frequency of the sessions and program duration varies widely. Differences were observed in instructors’ training and in assessment strategies. Discrepancies were observed regarding the effects of MBIs both within and between periods in cognitive, socio-emotional, symptoms, and mindfulness variables. Consistency was observed in prosocial behaviors for preschoolers, and in emotional and behavioral problems and hyperactivity in ages between preschool and early adolescence. Nevertheless, it was impossible to compare most results and determine consistency or discrepancy due to the lack of studies. Regarding mindfulness, it is defined and assessed in different ways in each period. Orientations are suggested to move from a compartmentalized view of isolated MBIs, towards an integrative perspective that allows tracing developmental trajectories for mindfulness and other key cognitive and socioemotional skills for children and adolescents