Relación entre aprendizaje autorregulado y satisfacción del estudiantado en una tarea colaborativa de divulgación científica
Relationship Between Self-Regulated Learning and Student Satisfaction in a Collaborative Science Communication Task
Relação entre a aprendizagem autorregulada e a satisfação dos alunos em uma tarefa colaborativa de divulgação científica
Abstract (en)
The influence of self-regulated learning on academic performance has been studied from various perspectives and in different contexts. However, few studies have explored its impact on student satisfaction in learning environments related to scientific dissemination. This study examines the influence of self-regulated learning—specifically motivation and learning strategies—on university students’ satisfaction with the group preparation of a scientific dissemination article. A total of 83 university students participated by completing a self-regulated learning questionnaire (MSLQ) and two ad hoc questionnaires assessing satisfaction with the dissemination project (group interaction and content). The results showed high levels of satisfaction with both the interaction and the content of the project, with average scores exceeding eight out of ten. Furthermore, regarding the dimensions of self-regulated learning, motivation was found to influence satisfaction with the content among students who reported lower use of learning strategies. The implications of these findings are discussed within the educational context.
Abstract (es)
La influencia del aprendizaje autorregulado sobre el rendimiento académico se ha estudiado desde diferentes perspectivas y contextos. Sin embargo, pocos estudios han abordado su influencia en la satisfacción del alumnado en contextos de aprendizaje relacionados con la divulgación científica. En este estudio se analiza la influencia del aprendizaje autorregulado (motivación y estrategias de aprendizaje) en la satisfacción de estudiantes universitarios con la preparación grupal de un artículo de divulgación científica. Participaron 83 estudiantes universitarios que completaron un cuestionario de aprendizaje autorregulado (MSLQ) y dos cuestionarios ad hoc que evaluaban la satisfacción con el trabajo de divulgación (interacción grupal y contenido). Los resultados mostraron niveles altos de satisfacción con la interacción y el contenido del trabajo de divulgación, con valores promedio superiores a ocho sobre diez. Además, respecto a las dimensiones de aprendizaje autorregulado analizadas, se observó que la motivación influyó en la satisfacción con el contenido del trabajo en los estudiantes con un menor uso de estrategias de aprendizaje. Se discuten las implicaciones de los resultados en el contexto educativo.
Abstract (pt)
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