self-regulated learning

Learning to learn (LtL) is a key competence that the European Commission has identified for education systems (Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for life-long learning and Council Recommendation of 22 May 2018 on key competences for lifelong learning). It is usually assumed that students will already handle it well when they start university and that their use of it will improve during their university studies, but this assumption needs testing. The aim of this article is to establish the level of management of this competence as well as possible profiles of how university students use it and their relationship to academic achievement. To this end, we worked with a sample of 1,234 students from three universities in Valencia (Spain) in different study years and study areas, applying the QELtLCUS questionnaire, which evaluates the competence. We performed descriptive analyses, cluster analysis, analyses of differences, and multiple linear regression analyses. The sample subjects displayed an acceptable level of management, albeit with low scores in some important dimensions of LtL. We found two groups with two management profiles: one with a high competence level and another with a lower competence level. The students in the first group had better scores than those in the second group, with statistically significant results. We also found differences that were not statistically significant by gender, with a hig er level of competence in women, with those relating to year and study area being larger. We believe that this research provides relevant data that may be of interest to researchers. It also includes guidance to help teachers work on this competence in university studies.

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Please, cite this article as follows: Gargallo-López, B., Almerich-Cerveró, G., García-García, F. J., López-Francés, I., & Sahuquillo-Mateo, P. M.ª (2023). Perfiles de estudiantes universitarios en la competencia aprender a aprender y su relación con el rendimiento académico [University student profiles in the learning to learn competence and their relationship with academic achievement]. Revista Española de Pedagogía, 81 (286), 457-487. https://doi.org/10.22550/REP81-3-2023-02

 

 

The aim of this paper is to propose a conceptual model that links the influence of a gamified context to aspects relating to self-regulation in learning. Although extensive literature has been written on the subject of self-regulated learning, there has been little exploration of the environment and works that consider gamification as an effective tool for creating a favourable teaching-learning context to stimulate self-regulation are non-existent. The combination of these two lines, which until now have been studied in isolation, might encourage the teaching community to direct its efforts towards the design of gamified systems within the classroom to instruct and encourage self-regulation. The proposed model presents the key variables to consider, along with a solid theoretical justification for the proposals made.

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Please, cite this article as follows: García Magro, C., & Martín Peña, M. L. Aprendizaje autorregulado y gamificación en educación superior: propuesta de un modelo de análisis | Self-regulated learning and gamification in higher education: a proposal for an analysis model. Revista Española de Pedagogía, 79 (279), 341-361. https://doi.org/10.22550/REP79-2-2021-02

Errorless learning is one of the most widely used didactic approaches in the teaching of students with Autism Spectrum Disorders (ASD). The main aim of this work is to analyse the performance in verbal labelling and sequential thinking tasks of children with ASD who follow this method. The activities were structured using a protocol approach of discrete trials training (DTT) with manipulative materials (cards to be matched or ordered). Two teaching approaches were compared: one comprising errorless learning (in which physical prompting was used to prevent the subject from making mistakes) and one involving errors (in which mistakes were permitted and corrected, with the appropriate help). Observation records showed significant differences in sequential thinking tasks, where less skilled subjects achieved poorer results in errorless learning conditions. The approach based on a structured sequence of feedback support when the student made errors led to a slightly higher number of correct answers but also some repeated errors. Finally, the implications of these results for the design of learning sequences of students with ASD are discussed, along with the main limitations of the study.

 

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This is the English version of an article originally printed in Spanish in issue 272 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Moralo, M., & Montanero, M. (2019). Aprendizaje con y sin error en estudiantes con TEA | Learning with and without errors in students with ASD. Revista Española de Pedagogía, 77 (272), 85-101.
doi: https://doi.org/10.22550/REP77-1-2019-01