Autorregulación del aprendizaje en estudiantes chilenos de nivel técnico superior de Odontología: diferencias entre género y semestre de estudio

Introduction

Self-regulated learning is associated with educational and demographic variables. However, few studies have associated gender with study profiles of self-regulated learning (SRL) in a population of students attending a technical education institute. To address the gaps in previous self-regulated learning profile research, the current study describes the levels of self-regulated learning in students attending odontology courses at a technical education institute. We also analyze the possible relationship between gender and SRL, and we identify the self-regulated learning differences between 2nd and 4th semester students.

Methods

A cross-sectional study was conducted on 84 students enrolled in a professional technical institution in Santiago, Chile. The self-regulated learninǵs questionnaire was used for data collection. Statistical analysis of self-regulated learning included central tendency (mean), step-to-step variability (standard deviation), and distribution (skewness and kurtosis). The Mann-Whitney U test and the Student's t-test were calculated to compare groups.

Results

Out of 259 contacted students, 84 students (mean age 23.8 ± 7.4 years, 91.7% female) participated. The self-regulated learning average was high and more positive among males (293.6 SD = 64.8) than females (292.4 SD = 45.0). There were no significant differences in self-regulated learning between students's genders (U = 704). There were not any significant differences in this variable by semester either (t = 9993, 95% CI = −20.5-20.3).

Conclusions

The results expand our understanding of self-regulated learning for students enrolled in a Technical Education Institute. In the future, the relationship between the students’ self-regulated learning and gender should be studied further.

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