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EDUMECENTRO
versão On-line ISSN 2077-2874
Resumo
POMARES BORY, Eduardo de Jesús; ARENCIBIA FLORES, Lourdes Guadalupe; VAZQUEZ NARANJO, Odalys e IGLESIAS RAMIREZ, Belén Zenaida. Self-regulation of learning: analysis of its appreciation by first-year medical students. EDUMECENTRO [online]. 2023, vol.15 Epub 30-Jul-2023. ISSN 2077-2874.
Background:
self-regulation of learning is an important parameter for making teaching-methodological decisions, promoting self-management of knowledge.
Objective:
to analyze the appreciation of their self-regulation of learning, by first-year Medicine students of the 2021-2022 academic year, at the "Salvador Allende" Faculty of Medical Sciences.
Methods:
an exploratory, descriptive, cross-sectional and non-experimental investigation was carried out, with a mixed approach. Theoretical methods were used: analysis-synthesis, inductive-deductive and systemic approach; Empirical ones: the measurement instrument used consisted of a questionnaire made from an adaptation of the Self-regulation of Learning Scale, with the dimensions: attitude towards study, strategic approach to learning and metacognitive regulation; and mathematical-statisticalfor data processing.
Results:
it was determined that the self-regulation of learning was unsatisfactory, as there were deficiencies in two of its dimensions: strategic focus on learning and metacognitive regulation. The Attitude dimension towards the study obtained a satisfactory assessment, it was observed that the item corresponding to dedication to work with oriented tasks, had a weak direct relationship with personal interest, qualifications obtained and personal recognition. Of all the items considered in the survey, there was only a weak and indirect relationship between sex (p ˂ 0.01) with the request for help and taking advantage of the explanations of the classmates.
Conclusions:
the perception of self-regulation of learning by the study population showed difficulties in meaningful features of such behavior, which limits the willingness for autonomous learning.
Palavras-chave : education, medical, undergraduate; learning; mainstreaming, education; education, medical.