Publicación Oficial de la Sociedad Ecuatoriana de Neurología, de la Liga Ecuatoriana Contra la Epilepsia y de la Sociedad Iberoamericana de Enfermedad Cerebrovascular

university students

 

Experiencia de aprendizaje autorregulado y su efecto en el rendimiento académico de universitarios de primer año. Self-regulated learning experience and its effect on the academic performance of first-year university students.

One of the relevant and predictive variables in explaining the academic performance of university students is self-regulation learning. This is why it becomes one of the necessary areas to develop and promote, especially in the first years of university life.

The aim of this study was to analyze the effect of learning experience on self-regulation of learning, self-efficacy for study regulation, willingness to study and academic performance in first-year university students.

The method has a quantitative approach with cross-sectional data in a sample composed of 115 university students of a career in the area of Engineering. Data processing was performed using the Partial Least Squares method.

The results show that learning experiences have a positive effect on the variables under study and specifically on academic performance.

This implies that the student’s experiences in the learning process, where teaching practices to promote self-regulation learning are especially relevant, have a direct effect on their academic performance

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Palabras clave: autorregulación del aprendizaje, estudiantes universitarios, experiencia de aprendizaje, prácticas docentes, rendimiento académico,

Keywords: academic performance, learning experience, self-regulated learning, teaching practices, university students,

Predictores de ansiedad durante la pandemia COVID-19 en estudiantes de medicina de Morelos, México. Predictors of anxiety during the COVID-19 pandemic in medical students from Morelos, Mexico.

Introduction: Medical students are a group of concern in the face of COVID-19, as social distancing measures may affect their anxiety and be vulnerable to the emotional impact, since the profession is part of the first line of care in the face of this pandemic.

Objective: To describe the prevalence and predictors of anxiety caused by the COVID-19 pandemic in university medical students from Morelos, Mexico.

Method: Cross-sectional descriptive observational study using an online questionnaire, with Sociodemographic Characterization, Generalized Anxiety Disorder-7 (GAD-7), Passion for Study, Self Compassion Scale (SCS), Connor-Davidson Resilience Scale (CDRISC), Life Satisfaction and Demoralization Scale (DS).

Results: In a sample of 292 medical students, women (62.8%), older than 21 years (66.9%), 72.7% reported anxiety and 65.5% sleep problems. The multiple regression model shows that dysphoria is the variable that reports the greatest predictive capacity of importance with 34.8%, followed by having trouble sleeping with 24.4%, discouragement 22.4%, over-identification 13.9% and concern about getting infected 4.5%.

Conclusions: Concern and uncertainty in the hospital environments where medical students are prepared and trained increase the risk of anxiety, due to the perception of adverse conditions and frustration as part of their profession.

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Palabras clave: ansiedad, COVID-19, desmoralización, estudiantes universitarios, malestar psicológico,

Keywords: anxiety, COVID-19, demoralization, psychological distress, university students,

Qué difícil concepto: El potencial de acción nervioso. What a difficult concept: The nerve action potential

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Palabras clave: estudiantes universitarios, módulo de autoaprendizaje, potencial de acción,

Keywords: action potential, self-learning module, university students,

Instrumentos que evalúan la inteligencia emocional en estudiantes universitarios: Una revisión sistemática. Instruments that assess emotional intelligence in college students: A systematic review

Objective: To identify the studies that have applied Emotional Intelligence instruments in university students in the last 20 years (2001 to 2020).

Methodology: A desk study (systematic review) was carried out. The selection of primary studies was carried out in the Scopus and Scielo databases. The range of years systematized was from 2001 to 2020. The studies are published in English, Spanish, Portuguese and French. The keywords in English were used: Instruments, emotion intelligence, evaluation; in Spanish: instruments, emotional intelligence, evaluation. The observation technique was used to record the information, and the instrument was an observation record.

Results: 75% (n = 12) of the primary studies were published in English, 18.8% (n = 3) in Spanish and 6% (n = 1) in French. Also, it is highlighted that 81.3% (n = 13) of the articles were published in the Scopus database, 18.8% (n = 3) in the Scielo database. The highest number of publications were in the last 5 years (62.5%, n = 10). The instruments that were used to evaluate EI were MSCEIT, Bar-On and TMMS.

Conclusion: It was verified that the Emotional Intelligence (EI) instruments that were most applied to university students were the MSCEIT, the Bar-On and TMMS, in addition, the studies from 2001 to 2020 were gradually increasing. The results suggest the use and application of these instruments for samples of young university students.

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Palabras clave: iInteligencia emocional, instrumentos, universitarios,

Keywords: emotional intelligence, instruments, university students,

Propuesta De Una Escala De Valoración De Las Funciones Ejecutivas En Universitarios. Proposal For An Evaluation Scale Of Executive Functions In University Students.

Introduction. The executive functions constitute a set of cognitive, affective and motivational processes, which allow the conscious control of thought, development of highly complex tasks, that is going to facilitate the adaptation to new situations, it is therefore necessary the contribution of new evaluation methodologies of executive functions centered on the university population, this is going to facilitate the access to check the cognitive processes of the pre-frontal cortex.

Objective. Evaluate executive functions in university students between 18 and 25 years of age using a self-report scale.

Subjects and method. 752 university students from Quito-Ecuador participated, aged between 18 and 25 years old, of whom 498 (66.2%) were female and 254 (33.8%) were male. As measuring reagent, the scale used to evaluate the executive functions in self-report was proposed in the project: Neuropsychological Systems for Supervision of Cognition and Behavior for the Benefit of Managing the Learning of Higher Education Students.

Results. Exploratory factor analysis reported an organization of 8 executive functions that explain 57% of the variance of the construct (p = <.001). An adequate level of reliability was obtained between α = .70 and .86, a factor was eliminated since its level of reliability was very low and did not improve under any statistical procedure. The correlation between the proposed factors was adequate at a median magnitude r = .67 and .39.

Conclusion. The results show that the proposed scale is based on situations in the student’s daily life, this scale design allows identifying both pathological situations and conditions that affect the quality of life and development in the university environment. Furthermore, psychometric indicators provide evidence in favor of their reliable use in the university context.

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Palabras clave: Escala de Auto reporte, estudiantes universitarios, Funciones Ejecutivas,

Keywords: Executive functions, Self-report Scale, university students,

Las Funciones Ejecutivas del Lóbulo Frontal y su Asociación con el Desempeño Académico de Estudiantes de Nivel Superior. The Executive Functions Of The Frontal Lobe And Its Association With The Academic Performance Of Students In Higher Education.

Introduction. Executive functions (EF) are a set of mental skills that allow to regulate the behavior, metacognition and emotions; executing a conscious control of the own thought. The development is progressive along the vital cycle of the human being, therefore, they meet involved in the social, emotional and academic development of the persons. There exist studies that affirm that the academic performance meets influenced by the level of development of the EF (inhibitory control, working memory, cognitive flexibility, monitoring and self-regulation) which relation has been progressively studied in diverse ages ranges and educational levels. Method. This article, has the aim to define and explain principal EF that they influence in the academic performance in university students. For it, there was realized a method of systematic review that allows to compile the investigations that affirm the above mentioned relation. Results and Conclusions. The scopes of the studies affirm that the principal EF involved in the academic performance of the university students is the working memory and in minor measure, the skills of planning, inhibitory control and cognitive flexibility. Finally, there are discussed the limitations and projections that this study allows to approach; considering the EF to be a key factor for the academic university success and the implementation of instances of pedagogic supports that should favor the professional development of the students. 

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Palabras clave: Funciones Ejecutivas, Memoria de Trabajo, rendimiento académico, universitarios,

Keywords: academic performance, Executive functions, university students, working memory,
 
 
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