Classic and modern models of self-regulated learning: integrative and componential analysis.

Self-regulated learning (SRL) is considered a construct of great heuristic value and has attracted the attention of numerous researchers and inspired influential theoretical models. The objective of the present study was to provide an up-to-date, comparative and integrated description of the theoretical models of SRL used in current empirical research. For this purpose, we conducted a critical review of the scientific literature referring explicitly to any SRL model and we described, compared and integrated the processes and personal and situational dimensions considered in each model. The models have clearly evolved from focusing on cold self-regulation, conscious activity and individual functioning, to emphasising hot self-regulation and considering implicit activity and interindividual functioning. Among empirical research lines based on the most recent models, the following stand out: detailed analysis of SRL during its progress, the manifestation of SRL in diverse instructional formats and the role of affective/motivational self-regulation.

Self-regulation of academic emotions: recent research and prospective view / Autorregulación de las emociones académicas: investigaciones recientes y prospectiva

This paper provides a review of the scientific literature on the self-regulation of academic emotions. A systematic search for documents in the Scopus and Web of Science databases was carried out. A total of 29 articles and book chapters which met the previously established eligibility criteria were selected for review. The data and theoretical interpretations considered have enabled us to obtain a global view of the current state of knowledge on the main focuses of interest: types and frequency of use of emotional self-regulation strategies, the situational conditions in which these are applied, correlates of their use and individual differences as moderators.(AU)

En el presente trabajo, se ofrece una revisión de la literatura científica sobre la autorregulación de las emociones académicas. Se realizó una búsqueda sistematizada de documentos en las bases de datos Scopus y Web of Science. Se seleccionaron 29 artículos y capítulos de libro, que cumplían los criterios de elegibilidad previamente establecidos. Se reunieron datos e interpretaciones teóricas que nos han permitido obtener una visión global del estado del conocimiento en torno a los núcleos de interés prioritarios: tipos y frecuencia de uso de las estrategias de autorregulación emocional, condiciones situacionales en las que se aplican, correlatos de su utilización y diferencias individuales moderadoras.(AU)

A Follow-Up Study of Cognitive Development in Low Risk Preterm Children.

The results of a longitudinal study on the cognitive development of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) are presented. The 181 participants were divided into four GA groups of similar size. The aims were: 1) To check if there are differences in cognitive development (measured through the Batelle scale) among the GA groups. 2) To establish the predictive factors of cognitive development at 22 and 60 months of age, taking into account biomedical, environmental and individual factors. The results of the repeated measures ANOVA performed at 22 and 60 months of age indicated that the cognitive trajectories of the four GA groups were similar. Linear regression analyses showed that the effect of the different predictors changed in relation to the time of measurement of cognitive development. Biological factors and the quality of home environment had a moderate effect on the cognitive development at 22 months of age. Cognitive results obtained at 22 months of age, and, to a lesser extent, working memory had the greatest effect on cognitive development at 60 months. GA does not predict cognitive development. Preterm children do not show cognitive delay if they are healthy.

Longitudinal Relationships Between Reading Abilities, Phonological Awareness, Language Abilities and Executive Functions: Comparison of Low Risk Preterm and Full-Term Children.

Different investigations have found that very or extremely (high risk) preterm children show global or specific difficulties in phonological awareness (PA) and reading abilities. Do low risk preterm children, however, exhibit this pattern? Phonological awareness has been considered an important predictor of literacy. Certain executive functions (EFs), and language abilities in turn, have been found to predict PA. The aims of this study are (1) to compare reading abilities of low risk preterm children of different gestational age (GA) groups to those of full-term children, (2) to compare the performance of low risk preterm children of different GA groups to that of full-term children in different EFs, language measures and PA, and (3) to perform a path analysis in order to test a longitudinal model of the relationships between EFs, language abilities, PA and reading. The participants were 108 low risk 4- year-old preterm children, classified into 3 groups of different GAs, and 34 full-term children. The children's EFs (rapid automatized naming task (RAN), working memory, and inhibition) were assessed at 4 and 5 years of age. Vocabulary comprehension, morphosyntactic production and grammar reception were assessed when the children were 5 years of age, as well as phonemic awareness and syllabic awareness. Finally, reading abilities were assessed when the children were 9 years old. No significant difference between gestational age groups was found on any of the measures taken on EFs, language abilities, phonological awareness, or reading abilities. The path analysis model demonstrates the direct effect of working memory, certain linguistic skills governed by rules (grammar, morphology) and phonological awareness on reading abilities at 9 years of age. The model also shows the mediating role that PA has on the relationship between EFs and language abilities with reading abilities.

Perceived social support as a predictor of academic success in Spanish university students / El apoyo social percibido como predictor del éxito académico en estudiantes universitarios españoles

Perceived social support is considered a key factor for reducing the risk of psychological distress, academic failure and student withdrawal from university; however, research concerning how social support may influence academic performance in undergraduate students is scarce. This study aimed to examine the relation of different provisions and sources of perceived social support with academic achievement of Spanish university students in their first and third year. The sample consisted of 219 emerging adults, 149 women and 70 men, of average age 18.01 years (SD= 0.46), enrolled on different degree courses at a public Spanish university. Data were collected during the first academic year (time 1) and again during the third academic year (time 2). Regression analysis of the data showed that different dimensions of social support predicted academic success throughout a period of two years. The study findings could be used to help university counsellors and administrators refine programmes and policies aimed at enhancing students' adjustment and academic achievement

El apoyo social percibido se considera un factor esencial para la reducción del estrés psicológico, el fracaso académico y el abandono de los estudios universitarios; sin embargo, la investigación sobre la relación del apoyo social con el rendimiento académico en la universidad es escasa. En el presente estudio se examinó la relación de diferentes recursos y fuentes de apoyo social percibido con el rendimiento académico en estudiantes universitarios españoles. La muestra estaba compuesta por 219 adultos emergentes, 149 mujeres y 70 hombres, con una edad media de 18.01 años (SD= 0.46), matriculados en distintas titulaciones de una universidad pública española. Los datos fueron recogidos durante el primer curso académico (tiempo 1) y de nuevo durante el tercer curso (tiempo 2). Mediante un análisis de regresión de los datos se encontró que diferentes dimensiones del apoyo social percibido predecían el éxito académico a lo largo de los dos años. Los hallazgos del estudio pueden ayudar a orientadores y administradores a mejorar programas y políticas destinadas a favorecer la adaptación y el rendimiento académico de los estudiantes

Apoyo social en universitarios españoles de primer año: propiedades psicométricas del Social Support Questionnaire-Short Form y el Social Provisions Scale / Social support in Spanish first year university students: Psychometrics properties of the Social Support Questionnaire-Short Form and the Social Provisions Scale

El apoyo social percibido es un constructo multifacético conceptualizado como la valoración cognitiva de que existe una relación de confianza con los otros, con los que se puede contar en caso de necesidad. El objetivo de este trabajo es examinar las propiedades psicométricas de las escalas de apoyo social percibido Social Support Questionnaire-Short Form (SSQ6) y Social Provisions Scale (SPS) en una muestra de 855 universitarios, 575 mujeres y 280 hombres, matriculados en primer año de grado de 16 titulaciones de la Universidad de Santiago de Compostela (España). El SSQ6 mide las dimensiones de disponibilidad y satisfacción del apoyo percibido, mientras que el SPS evalúa sus funciones. Los análisis factoriales realizados confirman el modelo de dos dimensiones del SSQ6 y la estructura de seis factores del SPS. La consistencia interna de ambas escalas es satisfactoria, al igual que las evidencias de validez obtenidas de las correlaciones entre las dos escalas y sus respectivas subescalas. Los resultados revelan que las versiones españolas del SSQ6 y el SPS son medidas fiables y válidas para la evaluación del apoyo social percibido en población universitaria.

Perceived social support is a multifaceted construct conceptualized as one's cognitive appraisal as to the existence of a connection to others, based on trust, on whom one can rely on when necessary. The aim of this paper is to examine the psychometric properties of perceived social support, using the following scales: Social Support Questionnaire-Short Form (SSQ6) and Social Provisions Scale (SPS), on a sample of 855 first year university students - 575 females and 280 males - enrolled in 16 professional degrees at the University of Santiago de Compostela (Spain). The SSQ6 Scale assesses the dimensions of perceived support availability and satisfaction, whilst the SPS Scale assesses its social support functions. The factor analysis conducted confirms the SSQ6 Scale's twodimensional model and the SPS Scale's six-factor structure. Internal consistency of both scales is satisfactory, as is the evidence of validity obtained from the correlations between the two scales and their subscales. The results reveal that the Spanish version of the SSQ6 and SPS scales are reliable and valid measurements for assessing perceived social support amongst university students.

Adaptación española de la Escala de Aceptación Percibida (PAS) en estudiantes universitarios / Spanish adaptation of the Perceived Acceptance Scale (PAS) in university students

El objetivo principal de este trabajo es adaptar al castellano la Escala de Aceptación Percibida PAS (Perceived Acceptance Scale), desarrollada por Brock, Sarason, Sanghvi y Gurung, para evaluar el componente cognitivo del apoyo social percibido. En una muestra de 855 estudiantes universitarios matriculados por primera vez en diferentes estudios de grado, se analizó la fiabilidad, la dimensionalidad y la validez externa de las puntuaciones de la escala. Los resultados obtenidos muestran una adecuada consistencia interna tanto de las subescalas (amigos, familia, padre y madre) como de la escala total. La estructura factorial, derivada de un análisis factorial confirmatorio, se ajusta al modelo teórico propuesto por los autores del PAS. Las puntuaciones de la escala evidencian validez convergente y discriminante a partir de las relaciones obtenidas con la escala de provisiones sociales y la escala de apoyo social. Las buenas propiedades psicométricas de la escala adaptada permiten disponer de un instrumento de medida adecuado para evaluar la aceptación percibida de los estudiantes universitarios españoles (AU)

The main objective of the present study was to adapt the Perceived Acceptance Scale (PAS), developed by Brock, Sarason, Sanghvi and Gurung to evaluate the cognitive component of perceived social support, to the Spanish language. In a sample of 855 university students registered for the first time in different degree courses, the reliability, dimensionality and external validity of the scale scores were analyzed. The results show adequate internal consistency in both the subscales (friends, family, father and mother) and in the overall scale. The factorial structure, derived from a confirmatory factorial analysis, fitted the theoretical model proposed by the authors of the scale. The scale scores showed evidence of convergent and discriminant validity from the observed relationships with the measures of perceived social support. The psychometric properties of the adapted scale provide an adequate measuring instrument for evaluating perceived acceptance in Spanish university students (AU)

[Spanish adaptation of the Perceived Acceptance Scale (PAS) in university students]. / Adaptación española de la Escala de Aceptación Percibida (PAS) en estudiantes universitarios.

The main objective of the present study was to adapt the Perceived Acceptance Scale (PAS), developed by Brock, Sarason, Sanghvi and Gurung to evaluate the cognitive component of perceived social support, to the Spanish language. In a sample of 855 university students registered for the first time in different degree courses, the reliability, dimensionality and external validity of the scale scores were analyzed. The results show adequate internal consistency in both the subscales (friends, family, father and mother) and in the overall scale. The factorial structure, derived from a confirmatory factorial analysis, fitted the theoretical model proposed by the authors of the scale. The scale scores showed evidence of convergent and discriminant validity from the observed relationships with the measures of perceived social support. The psychometric properties of the adapted scale provide an adequate measuring instrument for evaluating perceived acceptance in Spanish university students.