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Author: search.filters.author.Alejandro Díaz-MujicaHas files: No

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    Item type:Publication,
    Cognitive motivational variables and dropout intention as precursors of university dropout
    (2024)
    Yaranay López-Angulo
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Fabiola Sáez-Delgado
    ;
    Javier Mella-Norambuena
    ;
    María Victoria Pérez-Villalobos
    <jats:sec><jats:title>Introduction</jats:title><jats:p>The intention to dropout and dropout is a problem still unresolved in higher education institutions.</jats:p></jats:sec><jats:sec><jats:title>Objective</jats:title><jats:p>To estimate the differences in the levels of engagement, motivation and academic satisfaction according to (a) intention to dropout and (b) students who remained with those who dropped out. Method: non-experimental designs were used. Two studies are reported, study 1 involved 3,256 students and study 2 involved 2,110 students. The Utrecht Work Engagement Scale Student Test, the Academic Self-Regulation Scale and the Academic Satisfaction Scale were used. The intention to dropout was measured with 3 items and the final dropout data was taken from the official register of students who dropped out of university.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>There are significant differences in the levels of engagement, autonomous motivation and satisfaction between the students who remained and those who dropped out of the university.</jats:p></jats:sec><jats:sec><jats:title>Discussion</jats:title><jats:p>Students who dropped out in the 3rd semester presented lower levels of academic engagement, motivation and academic satisfaction than those who remained. The intention to dropout and lower levels of these cognitive-motivational variables may contribute to the identification of students at high risk of dropping out. These results contribute to unveiling key variables for the educational transformation of Higher Education in the 21st century.</jats:p></jats:sec>
      2Scopus© Citations 6
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    Item type:Publication,
    Design, Validity and Effect of an Intra-Curricular Program for Facilitating Self-Regulation of Learning Competences in University Students with the Support of the 4Planning App
    (2021)
    Karla Lobos
    ;
    Fabiola Sáez-Delgado
    ;
    BRUNA JOFRE, DANIELA VALENTINA  
    ;
    COBO RENDÓN, RUBIA
    ;
    Alejandro Díaz-Mujica
    <jats:p>Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Readiness Practices Scale, with a one-factor structure (CFI = 0.98; TLI = 0.97; RMSEA = 0.05) with reliability of α = 0.89. The design was quasi-experimental with pre- and post-test measures and experimental and control groups. The sample consisted of 473 first-year university students (37.02% male) from seven Chilean universities with a mean age of 19.35 (SD = 2.49). Statistical analysis was an ANOVA performed in R software version 4.0.3. Results: Statistically significant differences were identified in the levels of self-regulated learning between the experimental group compared to the control group. Conclusion: The development of the 4Planning app proved to be effective in promoting the development of self-regulated learning strategies in university students.</jats:p>
    Scopus© Citations 18  3