Dra. Sáez-Delgado, Fabiola

Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present review seeks to describe and compare MBIs characteristics, assessment methods, and effects in youth between 3 and 18 years old considering four developmental periods. A systematic review was carried out including experimental primary studies published during the last five years. Results show that the frequency of the sessions and program duration varies widely. Differences were observed in instructors’ training and in assessment strategies. Discrepancies were observed regarding the effects of MBIs both within and between periods in cognitive, socio-emotional, symptoms, and mindfulness variables. Consistency was observed in prosocial behaviors for preschoolers, and in emotional and behavioral problems and hyperactivity in ages between preschool and early adolescence. Nevertheless, it was impossible to compare most results and determine consistency or discrepancy due to the lack of studies. Regarding mindfulness, it is defined and assessed in different ways in each period. Orientations are suggested to move from a compartmentalized view of isolated MBIs, towards an integrative perspective that allows tracing developmental trajectories for mindfulness and other key cognitive and socioemotional skills for children and adolescents.

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.

Mobile technology can help personalize instruction and enhance generic and specific learning skills for students with special educational needs. This study examines the effects of a technology intervention strategy on the attention/concentration and spelling skills. Participants were students with permanent and temporary educational needs attending secondary schools in Chile. A pretest-posttest experimental design with a control group was adopted. 73 students participated, under three conditions: a) control group, with a printed guide-based strategy and without the use of technology, b) an experimental group with a computer-based strategy, and c) an experimental group with an iPad-based strategy. Analysis of variance was used to compare the means of the three groups. The results show that the iPad-based strategy obtained significant differences compared to the other conditions. It is concluded that iPad mobile technology can improve both the generic attention/concentration skills and the specific spelling skills in students with special educational

Contemporary educational research has found that student engagement and disengagement have a relevant influence on learning outcomes. However, research on the influence of teacher–student relationships in the engagement of students with special educational needs (SEN) is scarce. The purpose of this study is to analyze the impact of teacher–student relationships, peer support at school, family support for learning, opportunities to participate at school, and SEN on engagement and disengagement of students using a sample of secondary students with SEN and typical development (TD). Through a non-experimental, correlational, and cross-sectional design, we evaluated 1,020 high school students (340 with SEN and 680 with TD) in the 9th grade (13–19 years old, M = 14.8; SD = 0.89). Teacher–student relationships, peer support at school, and family support for learning were assessed via subscales from the Student Engagement Inventory (SEI), opportunities to participate at school were measured with a subscale of the School Participation Questionnaire (SP), whereas engagement and disengagement were measured using the Multidimensional Scale of School Engagement (MSSE). Results show significant statistical differences between SEN and TD students in both student engagement and disengagement indicators. Engagement of SEN students is higher in the cognitive, emotional, and social dimensions than that of TD students. However, they also have higher disengagement in the cognitive and behavioral dimensions. Furthermore, SEN students rate their relationships with teachers more highly and perceive more opportunities for school participation than their peers. Further analyses show that teacher–student relationships are positively associated with all dimensions of student engagement and inversely with behavioral and cognitive disengagement. Although correlational, the findings suggest teacher–student relationships and school participation opportunities could be important variables for diminishing disengagement and its negative consequences for both SEN and TD students, while improving student engagement. We discuss these results considering possible implications for educational policies, practices, and research.

Self-regulation is relevant to understanding the teaching–learning process; however, few studies have focused on teachers’ self-regulatory processes. The aim of this study was to characterize and analyze the relationship between teachers’ and students’ self-regulation. The design was cross-sectional and correlational. The sample consisted of 1481 participants (students n = 1123 and teachers n = 358) from 25 secondary schools in 17 cities of the Biobío region of Chile. In students, self-regulatory strategies were found to be deployed only half of the time; women were more self-regulated, and there was no difference in the levels of self-regulation according to grade. Teachers, it was found, almost always self-regulate their teaching, and the variables that influence their self-regulation are motivation, gender, and age, explaining between 25% and 28% of the variance. Positive and small correlations were evidenced between teacher role disposition with learning performance (rho = 0.10, p < 0.05) and teacher role self-evaluation with both learning performance and self-evaluation of learning in their students (rho = 0.12, p < 0.05). This study provides relevant evidence and proposes changes that could have a positive impact on teacher training and improve current teaching–learning practices in Chile, which would contribute to the quality of education.

Early dropout and retention of students are critical problems in both secondary and higher education. Existing models that predict the intention to drop out require the incorporation of complex variables strongly related to student success, such as self-regulated learning. Moreover, new possible predictors have emerged in the context of a pandemic. This study set out to validate scales that measure the phases of self-regulation of learning in Chilean secondary school students and determine the association between self-regulation, forced labor insertion, technological barrier, and intention to quit during COVID-19. An instrumental design was carried out, where 251 students participated, and a cross-sectional predictive design with a sample of 171. Results showed adequate psychometric properties in assessment scales for self-regulation. Furthermore, the logistic regression model carried out to predict the dropout intention was significant. The final model showed that external causal attributions, planning self-evaluation, forced labor insertion, and technological barriers were significant predictors, achieving a success rate of 84.8%. In conclusion, although many factors are considered in dropout intention models, this study incorporated self-regulation skills that can be promoted in students and systematically integrated into school programs to help reduce dropout rates in secondary education, therefore contributing to a successful transition to higher education.

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.

Son prometedores los beneficios de la incorporación de tecnologías en educación. El objetivo de este estudio fue caracterizar las intervenciones desarrolladas para promover la autorregulación de aprendizaje con uso de tecnologías y determinar su efectividad. El método fue un metaanálisis basado en los estándares PRISMA identificando estudios en Web of Science, Scopus y Eric y su posterior análisis y selección usando el software Rayyan. La muestra fue de 6 estudios. Los análisis de datos se realizaron con el software Jamovi. Los resultados evidenciaron una caracterización insuficiente de las intervenciones respecto del número, frecuencia y duración de las sesiones, todas usaron el modelo de autorregulación de Zimmerman, pero pocos estudios especificaron un modelo tecnológico. Los tipos de tecnologías usados fueron LMS y aplicaciones móviles, y los instrumentos fueron escalas tipo Likert de autoinforme. El metaanálisis evidenció que las intervenciones fueron efectivas, aportó una estimación de 0.55 con un intervalo de confianza al 95% de 0.22, 0.88. La prueba de tamaño del efecto total fue significativa (z = 3.25, p = 0.001). Se concluye que las intervenciones con uso de tecnologías son efectivas en la promoción de la autorregulación. Se presentan implicaciones prácticas considerando estos resultados para la Educación Superior.

La Escala Multidimensional de Apoyo Social Percibido fue diseñada para evaluar la percepción de apoyo social desde tres fuentes: familia, amigos y otros significativos. La presente investigación tuvo como objetivo principal determinar las propiedades psicométricas del MSPSS cuestionario a través de una aplicación a 1975 estudiantes que cursaban el primer y segundo año de sus carreras en Universidades del Sur de Chile (55.031% mujeres), con edades comprendidas entre 17 y 25 años (M=19.293; DE=1.349). Los resultados indicaron un adecuado ajuste del modelo de segundo orden considerando tres dimensiones del apoyo (familia, amigos y otros significativos). Los coeficientes de consistencia interna para las dimensiones de la escala fueron, α=.903 (Familia), α=.928 (Amigos) y α=.864 (otros significativos). Se concluye que el cuestionario es un instrumento válido y confiable para evaluar el apoyo social percibido en estudiantes universitarios chilenos y además posee equivalencia de medida en función del sexo.

En la literatura se promueven las intervenciones relacionadas con las competencias socioemocionales de los docentes, sin embargo, aún es incipiente la investigación respecto del efecto reportado en éstos. El presente estudio busca analizar la efectividad, aspectos de diseño y ejecución de los programas de intervención en competencias socioemocionales en docentes. El método utilizado fue una revisión sistemática de la literatura en las bases de datos Web of Science, Scopus y Eric de los últimos 10 años. La muestra que se obtuvo fue 4 investigaciones que cumplieron los criterios de inclusión. Los resultados muestran que los estudios se han desarrollado en Asia, con muestras menores a 200 participantes y se reportan positivos. Se identificaron variaciones en el tiempo de entrenamiento, metodologías y variables involucradas en el estudio. En conclusión, los programas de intervención en competencias socioemocionales tienen un efecto positivo en los docentes mejorando su percepción, comprensión, regulación emocional, empatía, eficacia y bienestar docente.