Modeling learning-oriented motivation in health students: a system dynamics approach.

BACKGROUND: Evidence shows that motivational practices focused on utility, importance, and autonomy shape university students' motivational orientation toward learning. On the other hand, the relationship between these variables and motivational orientation toward learning is not linear and requires models that describe their behavior over time. METHOD: In this study, mathematical modeling based on system dynamics methodology is used to simulate in health students the temporal dynamics of the motivational orientation toward learning based on the behavior of these variables in different scenarios. RESULTS: The results indicate that a) Mastery is sensitive to changes in frequency when importance and autonomy practices are performed; b) the development of Mastery is critical in the first three semesters of academic life, but its loss is hardly recoverable even when practices are incorporated in subsequent semesters; c) Utility-focused motivational practices have no significant effect on the development of learning-oriented motivation. CONCLUSION: These findings have significant practical implications for higher education. Understanding the critical role of Mastery in the early stages of academic life and the limited potential for recovery if lost can help raise awareness of the importance of early implementation of motivational practices focused on relevance and autonomy.

Learning-oriented motivation: Examining the impact of teaching practices with motivational potential.

This study compares the predictive ability of nine different types of motivational practices on the motivational orientation toward learning. Given the nature of undergraduate studies, identifying the most predictive motivational variables on learning orientation allows us to focus our efforts on those motivational practices to guide students to deploy their cognitive resources by focusing on learning and not only on obtaining good grades. The study included Chilean university students from health (n = 398) and education (n = 365) programs. A Bayesian multiple regression was carried out in both groups. The results show strong evidence of a specific effect of motivational practices on motivational orientation towards learning. Although the impact on motivational orientation toward learning may vary slightly across different fields of study, the primary predictors consistently are practices that emphasize importance and foster autonomy. The effect of utility-focused motivational practices is observed only within the predictive model for the group of health students.

Executive functions scale for university students: UEF-1.

Introduction: Executive functions are a set of mental abilities that allow human beings to consciously regulate their behavior and, in a university setting, will have a significant impact on student success during professional training. Objective: To develop a scale to assess executive functions in a university setting. Method: Using a sample of 1,373 university students from Chile (663) and Ecuador (710) between 17 and 33 years old (Mage = 20.53, SD = 2.34). A study was carried out to analyze the psychometric properties of the instrument using a reliability and validity analysis for a scale that assesses executive functions: conscious monitoring of responsibilities, supervisory attentional system, conscious regulation of behavior, verification of behavior to learn, decision making, conscious regulation of emotions, and management of elements to solve tasks. Results: Adequate internal consistency parameters were found between α = 0.71 and 0.85. The seven executive functions proposed on the scale correlated proportionally between r = 0.42 and 0.62. In the confirmatory factor analysis, good fit indices were obtained in the model of the seven executive functions x2(413) = 1649.14, p = <0.001, CFI = 0.91, SRMR = 0.04 and RMSEA = 0.04. Discussion: The research carried out reaches its conclusion stating that the scale that was developed has the psychometric properties to assess executive functions in the Latin American setting. The results regarding previous research and the contribution made in the line of research of executive functions are discussed.

Evaluación de las propiedades psicométricas del Cuestionario de Autorregulación Académica (SRQ-A) en estudiantes universitarios chilenos

Introducción: La teoría de la autodeterminación representa un marco para comprender los factores que facilitan la motivación académica, constructo relevante para los contextos educativos. Uno de los instrumentos más utilizados para medir el constructo es el cuestionario de autorregulación académica (SRQ-A), pero se carece de antecedentes psicométricos sobre la evaluación de este modelo de medida en su versión en español. Objetivo: Evaluar la estructura factorial, consistencia interna y validez del cuestionario de autorregulación académica (SQR-A) en una muestra de estudiantes universitarios chilenos. Método: Los participantes fueron 808 estudiantes de dos universidades chilenas. El modelo de medida se evaluó mediante análisis factorial confirmatorio (AFC). La validez y confiabilidad se evaluaron mediante la varianza media extraída y la fiabilidad compuesta. Resultados: Los resultados muestran que el modelo de medida de cuatro factores presenta niveles de ajuste adecuados, además de niveles adecuados de validez y consistencia interna. Conclusión: La versión en español del SQR-A constituye una medida útil para ser aplicada en contextos de educación superior.

Introdução: A teoria da autodeterminação representa um marco para compreender os fatores que facilitam a motivação acadêmica, construto relevante para os contextos educacionais. Um dos instrumentos mais utilizados para mensurar o construto é o questionário de autorregulação acadêmica (SRQ-A), mas faltam antecedentes psicométricos sobre a avaliação do modelo de medida da versão em espanhol do instrumento. Objetivo: Avaliar a estrutura fatorial, consistência interna e validade do questionário de autorregulação acadêmica (SQR-A) em uma amostra de estudantes universitários chilenos. Método: Os participantes foram 808 estudantes de duas universidades chilenas. O modelo de medida foi avaliado por meio de análise fatorial confirmatória (AFC). Validade e confiabilidade foram avaliadas por meio da variância média extraída e da confiabilidade composta. Resultados: Os resultados demonstram que o modelo de medida de quatro fatores apresenta níveis adequados de ajuste, bem como níveis adequados de validade e consistência interna. Conclusão: A versão em espanhol do SQR-A constitui uma medida útil para ser aplicada em contextos de ensino superior.

Introduction: The self-determination theory represents a framework to understand the factors that facilitate academic motivation, a relevant construct for educational contexts. One of the most used instruments to measure the construct is the Academic Self-Regulation Questionnaire (SQR-A), but there is a lack of psychometric background on the assessment of this measurement model of the Spanish version. Objective: To assess the factorial structure, internal consistency, and validity of the Academic Self-Regulation Questionnaire (SQR-A), in a sample of Chilean university students. Method: The participants were 808 students from two Chilean universities. The measurement model was evaluated using confirmatory factor analysis (CFA). The validity and reliability were assessed using mean-variance extracted and composite reliability. Results: The results show that the four-factor measurement model shows adequate levels of fit, in addition to adequate levels of validity and internal consistency. Conclusion: The Spanish version of the SRQ-A is a useful measure to be applied in higher education contexts.

Systematic review for the definition and measurement of self-efficacy in university students / Revisión sistemática sobre autoeficacia en universitarios: conceptualización y medición

Abstract The objectives of this review were: (1) to identify literature published within the last years on self-efficacy in university students; (2) describe and evaluate the employed definitions and measurements; and (3) establish the methodological coherency between the stated definitions and employed measurement scales within the respectively described domains in higher education. A systematic revision was conducted for articles published between 2007 and 2019. Empirical studies on self-efficacy in university students were included. A total of 66 articles were included. Most of the selected literature defined and measured specific domains of self-efficacy in university students. The reviewed authors defined "self-efficacy" as a set of beliefs connected to specific domains of functioning. Most of the studies presented coherency between the research objective and definition/measurement of self-efficacy. Nevertheless, a notable percentage of the studies lacked coherency, which underscored the need for further refinement and improvement in this area.

Resumen Existe controversia respecto a las definiciones generales y específicas de la autoeficacia. Por otra parte, las definiciones y los instrumentos de medida son indicadores fundamentales de la rigurosidad metodológica de una investigación y de la validez de sus resultados. Al considerar estos elementos, los objetivos de esta revisión fueron los siguientes: (1) identificar la literatura publicada entre 2007 y 2019 sobre la autoeficacia en estudiantes universitarios; (2) describir y evaluar las definiciones y los instrumentos de medida empleados; y (3) estimar la coherencia metodológica entre las definiciones explicitadas y las escalas de medición empleadas para los respectivos dominios en la educación superior. Los datos obtenidos contribuirán a definir con precisión el concepto de "autoeficacia" de acuerdo al objetivo del estudio que se pretenda realizar; fundamentar el requisito de emplear escalas de medición coherentes con los dominios específicos que se estén investigando y, por último, medir y analizar la autoeficacia percibida en dominios determinados. Se tuvo en cuenta la importancia de la noción de autoeficacia en modelos actuales de investigación, se considera que este artículo representa un aporte modesto pero sustantivo al tema. El método utilizado fue el de una revisión sistemática de artículos publicados entre 2007 y 2019 e indexados en Web of Science, SciELO o Scopus. Se incluyeron estudios empíricos sobre autoeficacia en estudiantes universitarios. Se incluyó un total de 66 artículos sobre autoeficacia en el contexto de la educación superior, de los cuales 18 emplearon una definición general y 48, dominios específicos definidos dentro de cinco áreas. De las 52 escalas de medición utilizadas, 44 aludían a dominios específicos de autoeficacia, mientras que ocho eran mediciones generales. En cuanto a la coherencia, el 31.81 % de los artículos (n = 21) presentaron una coherencia moderada entre el objetivo del estudio y la definición empleada. Además, el 18.18 % (n = 12) no presentó coherencia entre el objetivo del estudio y el instrumento de medida empleado. De esta forma, se concluyó que la mayor parte de la literatura seleccionada definió y midió dominios específicos de autoeficacia en estudiantes universitarios. Los autores revisados definieron la autoeficacia como un conjunto de creencias conectadas a dominios específicos de funcionamiento. La mayoría de los estudios presentaron coherencia entre el objetivo de la investigación, la definición y la medición de la autoeficacia. Sin embargo, un porcentaje notable de los estudios carecía de esta coherencia: más del 9 % presentaron inconsistencias entre el objetivo de la investigación y la definición de autoeficacia empleada, mientras que el 18 % evidenció incoherencia entre el objetivo de la investigación y la escala de medición empleada. Estas incoherencias disminuyen la claridad del diseño metodológico, limitan el alcance de sus resultados y la replicabilidad de la respectiva investigación. Esto, a su vez, puede impactar negativamente en el diseño de programas e iniciativas de intervención relacionados con la autoeficacia en estudiantes universitarios. Además, aunque se proporcionaron muchas definiciones específicas de contexto para la autoeficacia en estudiantes de pregrado, algunos estudios la definieron y midieron, únicamente, en un sentido general. En cuanto a los instrumentos de medición, se presentaron numerosas escalas para medir formas de autoeficacia específicas. Adicionalmente, algunos estudios buscaron medir la autoeficacia, pero luego emplearon medidas no diseñadas para este fin. Esta información obliga a enfatizar la necesidad de un mayor refinamiento y mejora metodológica en esta área. Para medir de forma válida la autoeficacia en estudiantes, se requiere conceptualizar el dominio específico y consistentemente medirlo con un instrumento coherente con este dominio.

From the Basic Psychological Needs Satisfaction to Intrinsic Motivation: Mediating Effect of Academic Integration.

The studies show a positive and direct relationship between basic psychological needs satisfaction and intrinsic motivation of the students. However, there is a lack of studies that analyze the psychological processes that affect these relationships. For this reason, the purpose of this study was to investigate the mediating role of academic integration on the relationship between basic psychological needs satisfaction and intrinsic motivation of Chilean university students. The participants were a total of 580 students from a university in northern Chile, 359 women and 221 men. The mediation analysis was performed by structural equations modeling, using the maximum likelihood method and the bootstrapping procedure with 10,000 iterations. The results indicated that academic integration partially mediated the relationship between basic psychological needs satisfaction and intrinsic motivation of the students. Therefore, the basic psychological needs satisfaction had an indirect effect on the intrinsic motivation of the students through academic integration. It is concluded that the academic integration constitutes a psychological process that promotes the development of intrinsic motivation for learning. The practical implications are discussed along with the limitations of the study and recommendations for future research.

Escala Reducida Para Valorar El Sentido De Coherencia: Soc 15 / Scale Reduced To Value The Sense Of Coherence: Soc 15

Resumen Introducción: El sentido de coherencia es una constructo de la salud que permite al individuo enfrentar las dificultades y situaciones difíciles de la vida. Está configurado por tres factores: significado, comprensión y manejo. Se ha propuesto como método de valoración de este constructo a la escala SOC con 29 ítems. Objetivo: En esta investigación se plantea como objetivo, proponer una escala SOC reducida. Métodos: Se trabajó con una muestra de 445 participantes saludables de Quito-Ecuador, 145 hombres (32.5%) y 300 mujeres (67.4%). Resultados: Se obtuvo que la escala reducida en 15 ítems presenta adecuada consistencia interna en sus tres factores: comprensión α=.74, manejo α=.82 y significado α=.82. En el análisis factorial confirmatorio se encontró un ajuste aceptable del modelo reducido (SOC-15) x 2=317.90, GL=87, p=<.001, CFI=.92, RMSEA=.07 (.06-.08) y SRMR=.04. Conclusiones: Se discuten los datos en relación a los beneficios de contar con una escala reducida para su futuro aplicación en el contexto clínico sanitario y científico.

Abstract Introduction: The sense of coherence is a construct of health that allows the individual to face difficult situations of life. It is configured by three factors: meaning, understanding and management. As a method of assessment of this construct, has been proposed the SOC scale with 29 items in its original version. Objective: The objective of this study is to propose a reduced SOC scale. Methods: We worked with a sample of 445 healthy participants from Quito-Ecuador, 145 men (32.5%) and 300 women (67.4%). Results: It was obtained that the reduced scale of 15 items presents an adequate internal consistency in its three factors: understanding α = .74, management α = .82 and meaning α = .82. In the confirmatory factor analysis, an acceptable adjustment of the reduced model was found (SOC-15) x 2 = 317.90, DF = 87, p = <. 001, CFI = .92, RMSEA = .07 (.06-.08) and SRMR = .04. Conclusions: The data is discussed in relation to the benefits of counting with a reduced scale for its future application in the clinical and health scientific context.

Evaluación De Las Habilidades De La Corteza Prefrontal: La Escala Efeco Ii-Vc Y Ii-Vr / Evaluation Of The Skills Of The Prefrontal Cortex: The Efeco Ii-Vc And Ii-Vr

Resumen La corteza pre-frontal es la base de las habilidades mentales de mayor complejidad del desarrollo humano. En su proceso de evaluación, la escala EFECO brinda un importante aporte para valorar su estado. En investigaciones previas se ha estudiado esta escala con su configuración de 67 ítems, narrativa centrada en el déficit y evaluación de 8 funciones ejecutiva. En esta investigación se presentan los siguientes aportes: una nueva versión de la escala, centrada en su narrativa en la habilidad ejecutiva, propuesta de ítems para valorar la función ejecutiva de verificación y una versión resumida de la escala en 42 ítems. En el estudio participaron 118 adultos saludables entre 18 y 25 años de edad (M edad = 20.72, DE = 1.65). En los resultados se encontró que la escala EFECO II-VC (versión modificada y completa) obtuvo como consistencia interna α = .96 y sus sub-escalas consistencia interna entre α = .64 y .81. La escala EFECO II-VR (versión modificada y resumida) obtuvo α = .94 y sus sub-escalas entre α = .68 y .79. La consistencia interna de los factores en los que se engloban las funciones ejecutivas se presentaron adecuados: el sistema supervisor de la cognición II-VC α = .93 y II-VR α = .70, mientras que el sistema supervisor de la conducta II-VC α = .93 y II-VR α = .81. Las correlaciones entre las funciones ejecutivas valoradas con ambas escalas fueron entre medianas y grandes r = .36 y .94. Se cierra el trabajo discutiendo el aporte clínico y científico de la modificación de la escala EFECO.

Abstract The pre-frontal cortex is the basis of the most complex mental abilities of human development. In its evaluation process, the EFECO scale provides an important contribution to assess its status. In previous investigations this scale has been studied with its configuration of 67 items, narrative focused on the deficit and evaluation of 8 executive functions. This research presents a new version of the scale, centered on its narrative in executive ability, proposed items to assess executive verification function and a summarized version of 42 items. The study included 118 healthy adults between 18 and 25 years of age (M age = 20.72, SD = 1.65). In the results it was found that the EFECO II-VC scale (modified and complete version) obtained as internal consistency α = .96 and its sub-scales internal consistency between α = .64 and .81. The EFECO II-VR scale (modified and summarized version) obtained α = .94 and its sub-scales between α = .68 and .79. The internal consistency of the factors in which the executive functions are included were adequate: the supervisory system of cognition II-VC α = .93 and II-VR α = .70, while the supervisor system of behavior II- VC α = .93 and II-VR α = .81. The correlations between the executive functions assessed with both scales were between medium and large r = .36 and .94. The work is closed discussing the clinical and scientific contribution of the modification of the EFECO scale.