Estrategias de aprendizaje en estudiantes de odontología de una universidad pública en Cartagena, Colombia / Learning Strategies among Dental Students from a Public University in Cartagena, Colombia
| dc.contributor.author | Hernández Álvarez, Arlteh Sandry | |
| dc.contributor.author | Torres Ortega, Fernán | |
| dc.contributor.author | Fang Mercado, Luis Carlos | |
| dc.contributor.author | Díaz-Caballero, Antonio José | |
| dc.date.accessioned | 2020-04-15T18:18:55Z | |
| dc.date.available | 2020-04-15T18:18:55Z | |
| dc.date.created | 2017-07-28 | |
| dc.description.abstract | RESUMEN. Antecedentes: La educación profesional en el pregrado requiere alta dedicación de parte de los estudiantes para cumplir las exigencias académicas y lograr los objetivos de formación con calidad. Una queja permanente de los docentes universitarios es que los estudiantes no regulan sus estrategias de aprendizaje, ni son capaces de actuar de manera autónoma en su formación profesional. Objetivo: Analizar el uso de aprendizaje autorregulado en relación con el desempeño académico en estudiantes de odontología en una universidad pública en Colombia. Métodos: Se realizó un estudio descriptivo por medio del inventario del aprendizaje autorregulado, versión 4,01, diseñado por Lindner y colaboradores. Se evaluaron cuatro áreas de formación (ejecutiva, cognitiva, motivacional y control del ambiente) en estudiantes de cuarto semestre de odontología de Universidad de Cartagena en Colombia. Resultados: El grado, establecido como promedio, de aprendizaje autorregulado en los estudiantes fue bajo. Además, el análisis de correspondencia mostró que el valor en la escala (60-119) conduce a un aprendizaje deficiente (p<0,05). Conclusiones: Se identificaron debilidades marcadas en el grupo de estudiantes intervenidos, quienes en algunos casos no alcanzaron grados de autorregulación adecuados para su semestre de estudio.ABSTRACT. Background: Predoctoral education requires student dedication to meet academic demands and learning goals with quality. University professors often complain that students do not regulate their learning strategies and are unable to act autonomously in their professional training. Purpose: To analyze the use of self-regulated learning in dental students at a Colombian public university. Methods: A descriptive study was carried out using Lindner et al.’s Self-Regulatory Learning Inventory, 4.01 version. The inventory includes four training areas (executive, cognitive, motivation, and environment control) among fourth semester dental students (sophomores) of University of Cartagena in Colombia. Results: The average use of self-regulated learning by the dental students was low. Furthermore, the analysis shows that the score in the scale (60-119) leads to a deficient level of learning (p<0,05). Conclusions: Marked weaknesses in the group of students intervened were identified who, in some cases, did not meet adequate self-regulated learning levels for their current year of study. | spa |
| dc.description.abstractenglish | ABSTRACT. Background: Predoctoral education requires student dedication to meet academic demands and learning goals with quality. University professors often complain that students do not regulate their learning strategies and are unable to act autonomously in their professional training. Purpose: To analyze the use of self-regulated learning in dental students at a Colombian public university. Methods: A descriptive study was carried out using Lindner et al.’s Self-Regulatory Learning Inventory, 4.01 version. The inventory includes four training areas (executive, cognitive, motivation, and environment control) among fourth semester dental students (sophomores) of University of Cartagena in Colombia. Results: The average use of self-regulated learning by the dental students was low. Furthermore, the analysis shows that the score in the scale (60-119) leads to a deficient level of learning (p<0,05). Conclusions: Marked weaknesses in the group of students intervened were identified who, in some cases, did not meet adequate self-regulated learning levels for their current year of study. | eng |
| dc.format | spa | |
| dc.format.mimetype | application/pdf | spa |
| dc.identifier | http://revistas.javeriana.edu.co/index.php/revUnivOdontologica/article/view/19937 | |
| dc.identifier | 10.11144/Javeriana.uo36-76.eaeo | |
| dc.identifier.issn | 2027-3444 | |
| dc.identifier.issn | 0120-4319 | |
| dc.identifier.uri | http://hdl.handle.net/10554/30852 | |
| dc.language.iso | spa | |
| dc.publisher | Editorial Pontificia Universidad Javeriana | spa |
| dc.relation.citationissue | Universitas Odontologica; Vol. 36 Núm. 76 (2017) | spa |
| dc.relation.citationissue | Universitas Odontologica; Vol 36 No 76 (2017) | eng |
| dc.relation.uri | http://revistas.javeriana.edu.co/index.php/revUnivOdontologica/article/view/19937/15418 | |
| dc.rights | Derechos de autor 2017 Pontificia Universidad Javeriana, Facultad de Odontología | spa |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | spa |
| dc.rights.licence | Atribución-NoComercial-SinDerivadas 4.0 Internacional | * |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0 | spa |
| dc.title | Estrategias de aprendizaje en estudiantes de odontología de una universidad pública en Cartagena, Colombia / Learning Strategies among Dental Students from a Public University in Cartagena, Colombia | spa |
| dc.title.english | Learning Strategies among Dental Students from a Public University in Cartagena, Colombia | eng |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 | |
| dc.type.driver | info:eu-repo/semantics/article | |
| dc.type.hasversion | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| dc.type.local | Artículo de revista | spa |
| dc.type.other | Artículo revisado por pares |