SciELO - Scientific Electronic Library Online

 
vol.34 issue2Academic stress and mental depression in first-year students of medicineThe role of the university professor in the training of researcher students from the early stage author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

  • Have no cited articlesCited by SciELO

Related links

  • Have no similar articlesSimilars in SciELO

Share


Educación Médica Superior

Print version ISSN 0864-2141On-line version ISSN 1561-2902

Abstract

INZUNZA MELO, Bárbara Cecilia; MARQUEZ URRIZOLA, Carolina  and  PEREZ VILLALOBOS, Cristhian. Relationship between self-regulated learning, academic antecedents and sociodemographic characteristics in medical students. Educ Med Super [online]. 2020, vol.34, n.2, e1923.  Epub June 01, 2020. ISSN 0864-2141.

Introduction:

The demands of higher education require that students activate several competencies that allow them to face new demands successfully inside and outside the classroom. In this respect, self-regulated learning is of special interest, since it involves the implementation of a series of cognitive, metacognitive, motivational, and support-related strategies that allow the student to construct knowledge in a meaningful way.

Objective:

To describe the relationship between self-regulated learning, academic background, and sociodemographic characteristics in first-year medical students.

Methods:

A descriptive, quantitative, non-experimental, cross-sectional study was carried out, with a correlational scope. A sample of 106 students was obtained through non-probability sampling by accessibility. Self-regulation was assessed using the Motivated Strategies for Learning Questionnaire, adapted for Chilean university students.

Results:

The value of the task, self-regulation, expectations, and organization have a much higher importance. The men reported high expectations and critical thinking; on their part, the women showed a higher level of anxiety and organization. Low number of motivational subscales and learning strategies were correlated with performance, entrance tests, and type of educational institution.

Conclusions:

This sample of students preferably uses motivational components and deep processing strategies for their self-regulated learning. Men and women differ in motivational and cognitive aspects for their self-regulated learning. Supervision, commitment, and resource management are related to higher performance in the subject.

Keywords : learning; motivation; performance; higher education.

        · abstract in Spanish     · text in Spanish