Dra. Sáez-Delgado, Fabiola

Student engagement research has grown significantly in the past decade and measuring it is of high interest in educational research. To gain a deeper understanding of the current body of research on student engagement, this review aims to analyze the design characteristics of empirical quantitative research on student engagement in secondary school. A systematic review was performed in the Web of Science, Scopus, and SciELO databases from the period 2013 to 2020. Forty-seven articles met the inclusion criteria. The results revealed that most studies were performed in North America and none in Latin America; the designs were mainly measuring variable associations. Teacher-related variables are the least examined variables. The instruments used to measure the student engagement and the constructs employed, shows there is substantial theoretical heterogeneity among studies. Future studies need to accurately define student engagement; give further attention to variables related to teachers, peers, families, and institutional conditions.

Environmental enrichment is a contextual combination of stimuli that facilitate sensory, motor, cognitive, and socioemotional skills. This neuroscientific paradigm enhances experience-dependent neural plasticity, validating it as an intervention model applicable to the educational and neuropsychiatric area in users with intellectual disabilities. The aim is to characterize the neurocognitive effects of environmental enrichment interventions in children and adolescents with intellectual disabilities. A systematic review was conducted according to the guidelines of the PRISMA statement. The search was conducted in Web of Science, Scopus, EBSCOhost, and PubMed databases between 2000 and 2020. Seven studies were selected. Improvements in self-determination, intellectual capacity, social cognition, speech coherence, motor skills, and behavioral regulation were evidenced. The design and execution of the selected protocols are heterogeneous. The application of environmental enrichment protocols in children and adolescents with intellectual disabilities leads to a positive impact on neurocognitive variables.

The aim of this study is to characterize and identify limitations and orientations of empirical and quantitative research on self-regulated learning in engineering students through a systematic review. The main findings are that research in self-regulated learning in engineering students is at an initial level of development, and there are a low number of experimental studies. Therefore, universities have the challenge of promoting self-regulated learning in engineering students with intra-curricular interventions.