Asociación entre niveles de autorregulación del aprendizaje y género en estudiantes de segundo y cuarto semestre de Técnico Superior en Odontología DUOC UC, año 2023
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Fecha
2024
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Universidad Finis Terrae (Chile) Facultad de Medicina
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Antecedentes: La autorregulación del aprendizaje (ARA) permite a los individuos un desarrollo exitoso en lo personal, social, académico y lo profesional, favorece la motivación y el uso de estrategias para la construcción del conocimiento y el logro de las metas propuestas. La ARA es parte de la formación integral en institutos y universidades, contribuyendo al aprendizaje de los estudiantes.
Objetivos: Evaluar la asociación entre autorregulación del aprendizaje y género en estudiantes de segundo y cuarto semestre de técnico superior en odontología DuocUC, año 2023.
Materiales y métodos: Se realizó un estudio descriptivo correlacional en una muestra de 84 estudiantes inscritos en una institución de formación técnico profesional en Santiago de Chile. Se utilizó el cuestionario de evaluación de fases de autorregulación para recolectar la información de las variables. Se realizaron análisis estadísticos descriptivos, se calcularon los coeficientes de asimetría y curtosis y se utilizó la prueba U de Mann Whitney, prueba t de Student para comparación de los grupos.
Resultados: La muestra estuvo conformada por 77 (91,7%) estudiantes del género femenino y 7 (8,3%) estudiantes del género masculino. Los resultados para la autorregulación del aprendizaje promedian 292,4 (DE= 45,0) para las féminas mientras que para los hombres fue de 293,6 (DE= 64,8). No hubo diferencias significativas en la autorregulación del aprendizaje entre el género femenino y masculino U= ,704. Tampoco se observaron diferencias significativas en la autorregulación del aprendizaje y el semestre de los estudiantes t= ,993 (95% IC= -20,5 20,3).
Discusión y conclusiones: Los resultados evidencian que no existen diferencias significativas en la autorregulación del aprendizaje por género y por semestre de los estudiantes. Se necesita realizar estudios con muestras mayores para confirmar los hallazgos encontrados en esta investigación.
Background: Self-regulated learning (SRL) allows individuals to successfully develop personally, socially, academically, and professionally, fostering motivation and the use of strategies for knowledge construction and goal achievement. SRL is part of the comprehensive education in institutes and universities, contributing to students' learning. Objectives: To evaluate the association between self-regulated learning and gender in second and fourth semester dental technology students at DuocUC, 2023. Materials and Methods: A descriptive correlational study was conducted on a sample of 84 students enrolled in a technical-professional training institution in Santiago, Chile. The self-regulation phases assessment questionnaire was used to collect variable information. Descriptive statistical analyses were performed, skewness and kurtosis coefficients were calculated, and the Mann-Whitney U test and Student's t-test were used for group comparisons. Results: The sample consisted of 77 (91.7%) female students and 7 (8.3%) male students. Results for self-regulated learning averaged 292.4 (SD=45.0) for females and 293.6 (SD=64.8) for males. There were no significant differences in self-regulated learning between genders (U=0.704). No significant differences were observed in self-regulated learning based on students' semester (t=0.993, 95% CI= -20.5, 20.3). Discussion and Conclusions: The results indicate that there are no significant differences in self-regulated learning by gender or semester. Further studies with larger samples are needed to confirm the findings of this research.
Background: Self-regulated learning (SRL) allows individuals to successfully develop personally, socially, academically, and professionally, fostering motivation and the use of strategies for knowledge construction and goal achievement. SRL is part of the comprehensive education in institutes and universities, contributing to students' learning. Objectives: To evaluate the association between self-regulated learning and gender in second and fourth semester dental technology students at DuocUC, 2023. Materials and Methods: A descriptive correlational study was conducted on a sample of 84 students enrolled in a technical-professional training institution in Santiago, Chile. The self-regulation phases assessment questionnaire was used to collect variable information. Descriptive statistical analyses were performed, skewness and kurtosis coefficients were calculated, and the Mann-Whitney U test and Student's t-test were used for group comparisons. Results: The sample consisted of 77 (91.7%) female students and 7 (8.3%) male students. Results for self-regulated learning averaged 292.4 (SD=45.0) for females and 293.6 (SD=64.8) for males. There were no significant differences in self-regulated learning between genders (U=0.704). No significant differences were observed in self-regulated learning based on students' semester (t=0.993, 95% CI= -20.5, 20.3). Discussion and Conclusions: The results indicate that there are no significant differences in self-regulated learning by gender or semester. Further studies with larger samples are needed to confirm the findings of this research.
Descripción
Tesina (Magíster en Docencia Universitaria en Ciencias de la Salud)--Universidad Finis Terrae, 2024
Lugar de Publicación
Santiago, Chile
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Citación
Palabras clave
APRENDIZAJE, EDUCACIÓN SUPERIOR TÉCNICO PROFESIONAL, AUXILIARES DENTALES
Licencia
Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)