Self-regulated learning and scientific reading in pre-service teachers. An exploratory study
Article Sidebar
Main Article Content
Abstract
Two skills that need improvement during the university stage are self-regulated learning (SRL) and the reading of scientific texts. The objective of this study is to assess SRL, the profile of scientific reading, and the relationship between these variables in a sample of 1,253 students pursuing a Bachelor’s degree in Early Childhood and Primary Education. A descriptive and cross-sectional selective study was designed. A digital questionnaire was administered, including socio-demographic data, the range of scientific articles read in a semester, and the adapted SRSI-SR instrument to measure SRL. The results revealed significant differences in the mean SRL score in favour of women but not by the degree studied or the academic year. The range of scientific readings was less than three scientific articles per semester for more than half of the sample, with better results in women and second-year students. All scores on the adapted SRSI-SR scale improved with an increase in scientific reading. These findings suggest that increasing scientific reading in education students can enhance their self-regulated learning skills, also promoting critical thinking and voluntary selection of scientific readings by students.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles published at Ocnos will have a Creative Common Licence Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported
Downloads
References
Afdal, H.W., Spernes, K., & Hoff-Jenssen, R. (2022). Academic reading as a social practice in higher education. Higher Education, 85(6), 1337-1355. https://doi.org/10.1007/s10734-022-00893-x
Alcocer-Vázquez, E., & Zapata-González, A. (2021). Prácticas lectoras en la era digital entre estudiantes universitarios de ciencias sociales y ciencias exactas. Ocnos, 20(3). https://doi.org/10.18239/ocnos_2021.20.3.2526
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología / Annals of Psychology, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511
Baka, A., Figgou, L., & Triga, V. (2012). “Neither agree, nor disagree”: A critical analysis of the middle answer category in voting advice applications. International Journal of Electronic Governance, 5(3/4), 244-263. https://doi.org/10.1504/ijeg.2012.051306
Baldan-Babayigit, B., & Guven, M. (2020). Self-regulated learning skills of undergraduate students and the role of higher education in promoting self-regulation. Eurasian Journal of Educational Research, 89, 1-24. https://doi.org/10.14689/ejer.2020.89.3
Becerra-Rodríguez, D. F., Barreto-Tovar, C. H., Bernal-Torres, C. A., & Ordoñez, A. F. (2021). Lectura grupal e infografías en la enseñanza y el aprendizaje de contenidos de divulgación científica en el contexto universitario. Formación Universitaria, 14(2), 47-56. https://doi.org/10.4067/S0718-50062021000200047
Bizama-Muñoz, M., Gatica-Ferrero, S., Aqueveque, C., Arancibia-Gutiérrez, B., & Sáez-Carrillo, K. (2020). Comprensión de lectura de textos informativos de carácter científico en escolares. Ocnos, 19(1), 68-79. https://doi.org/10.18239/ocnos_2020.19.1.2156
Cabrera-Pommiez, M., Lara-Inostroza, F., & Puga-Larraín, J. (2021). Evaluación de la lectura académica en estudiantes que ingresan a la Educación Superior. Ocnos, 20(3). https://doi.org/10.18239/ocnos_2021.20.3.2614
Cardona-Puello, S. P., Osorio-Beleño, A. J., De-la-Cruz-Herrera-Valdez, A., & González-Maza, J. M. (2018). Actitudes, hábitos y estrategias de lectura de ingresantes a la educación superior. Educación y Educadores, 21(3), 482-503. https://doi.org/10.5294/edu.2018.21.3.6
Caride, J. A., Caballo, M. B., & Gradaílle, R. (2018). Leer en tiempos de ocio: los estudiantes, futuros profesionales de la educación, como sujetos lectores. Ocnos, 17(3), 7-18. https://doi.org/10.18239/ocnos_2018.17.3.1707
Cleary, T. J. (2006). The development and validation of the Self-Regulation Strategy Inventory-Self-Report. Journal of School Psychology, 44(4), 307–322. https://doi.org/10.1016/j.jsp.2006.05.002
Dori, Y. J., Avargil, S., Kohen, Z., & Saar, L. (2018). Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education, 40(10), 1198-1220. https://doi.org/10.1080/09500693.2018.1470351
Eekelen, I. M. V., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in Higher Education teacher learning. Higher Education, 50(3), 447-471. https://doi.org/10.1007/s10734-004-6362-0
García-Gutiérrez, Z. D. P., Rodríguez-Rivera, M. L., & Moreno-Aponte, R. (2019). Hábitos de lectura académica en la formación de educadores infantiles. Praxis Pedagógica, 25, 4-22. https://doi.org/10.26620/uniminuto.praxis.19.25.2019.4-22
García-Pérez, D., Fraile, J., & Panadero, E. (2021). Learning strategies and self-regulation in context: How higher education students approach different courses, assessments, and challenges. European Journal of Psychology of Education, 36(2), 533-550. https://doi.org/10.1007/s10212-020-00488-z
Granado, C., & Puig, M. (2014). ¿Qué leen los futuros maestros y maestras? Un estudio del docente como sujeto lector a través de los títulos de libros que evocan. Ocnos, 11, 93-112. https://doi.org/10.18239/ocnos_2014.11.05
Hernández-Barrios, A., & Camargo-Uribe, Á. (2017). Adaptación y validación del Inventario de Estrategias de Autorregulación en estudiantes universitarios. Suma Psicológica, 24(1), 9-16. https://doi.org/10.1016/j.sumpsi.2017.02.001
Hsu, C. T., Clariana, R., Schloss, B., & Li, P. (2019). Neurocognitive signatures of naturalistic reading of scientific texts: A fixation-related fMRI study. Scientific Reports, 9(1), 10678. https://doi.org/10.1038/s41598-019-47176-7
Hubbard, K. E., & Dunbar, S. D. (2017). Perceptions of scientific research literature and strategies for reading papers depend on academic career stage. PLOS ONE, 12(12), e0189753. https://doi.org/10.1371/journal.pone.0189753
Khatri, D. (2021). Reading habits of undergraduate students in digital age: An empirical study. World Digital Libraries, 14(1), 39-70. https://doi.org/ 10.18329/09757597/2021/14103
Larrañaga Rubio, E., & Yubero, S. (2005). El hábito lector como actitud. El origen de la categoría de “falsos lectores”. Ocnos, 1, 43-60. https://doi.org/10.18239/ocnos_2005.01.04
Larruzea-Urkixo, N., & Cardeñoso-Ramírez, M. O. (2020). Diferencias individuales en aprendizaje autorregulado de estudiantes de los Grados de Educación: género, especialidad, notas y desempeño académico. Revista de Investigación Educativa, 38(2), 453-473. https://doi.org/10.6018/rie.334301
Lennox, R., Hepburn, K., Leaman, E., & Van-Houten, N. (2020). ‘I’m probably just gonna skim’: An assessment of undergraduate students’ primary scientific literature reading approaches. International Journal of Science Education, 42(9), 1409-1429. https://doi.org/10.1080/09500693.2020.1765044
Muchiut, Á. F., Zapata, R. B., Comba, A., Mari, M., Torres, N., Pellizardi, J., & Segovia, A. P. (2018). Neurodidáctica y autorregulación del aprendizaje, un camino de la teoría a la práctica. Revista Iberoamericana de Educación, 78(1), 205-219. https://doi.org/10.35362/rie7813193
Näykki, P., Ahonen, A. K., Järvenoja, H., & Pyhältö, K. (2018). Student teachers’ feelings of anxiety and exhaustion: Can self-regulated learning skills function as an antidote? Educational Research and Evaluation, 24(8), 462-480. https://doi.org/10.1080/13803611.2019.1601571
Pardo, A., & San-Martín, R. (2015). Inferencia con una variable categórica y una continua. En Análisis de Datos en Ciencias Sociales y de la Salud II (pp. 165-203). Síntesis.
Perines, H. (2018). ¿Por qué la investigación educativa no impacta en la práctica docente? Estudios sobre Educación, 34, 9-27. https://doi.org/10.15581/004.34.9-27
Severini, E., Kozuchová, M., Kurk, M., Kostrub, D. (2020). Self-regulation of learning in the natural science of future teachers. Journal of Interdisciplinary Research, 10(2), 289-293.
Sinatra, G. M., & Taasoobshirazi, G. (2017). The self-regulation of learning and conceptual change in science. In D.H. Schunk & J.A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 153-165). Routledge. https://doi.org/10.4324/9781315697048-10
Spector, P. E. (2019). Do not cross me: Optimizing the use of cross-sectional designs. Journal of Business and Psychology, 34(2), 125-137. https://doi.org/10.1007/s10869-018-09613-8
Schwarz, N., Knäuper, B., Oyserman, D., & Stich, C. (2008). The psychology of asking questions. In E.D. De-Leeuw, J. Hox, & D. Dillman (Eds.), International handbook of survey methodology (1st ed., pp. 18-34). Routledge. https://doi.org/10.4324/9780203843123
Torrijos-Muelas, M., González-Víllora, S., Osma, A. R. B., & Guijarro, E. (2023). Teachers and pre-service teachers’ scientific competencies: A methodological development for a systematic review. International Journal of Science Education, 45(14), 1182-1231. https://doi.org/10.1080/09500693.2023.2190851
Vargha, A., Delaney, H. D., & Vargha, A. (2000). A Critique and improvement of the “CL” common language effect size statistics of McGraw and Wong. Journal of Educational and Behavioral Statistics, 25(2), 101-132. https://doi.org/10.3102/10769986025002
Virtanen, P., Niemi, H.M., & Nevgi, A. (2017). Active learning and self-regulation enhance student teachers’ professional competences. Australian Journal of Teacher Education, 42(12) 1-20. https://doi.org/10.14221/ajte.2017v42n12.1
Vosniadou, S. (2020). Bridging Secondary and Higher Education. The importance of self-regulated learning. European Review, 28(S1), S94–S103. https://doi.org/10.1017/s1062798720000939
Wang, C.Y., Tsai, M.J., & Tsai, C.C. (2020). Predicting cognitive structures and information processing modes by eye-tracking when reading controversial reports about socio-scientific issues. Computers in Human Behavior, 112, 106471. https://doi.org/10.1016/j.chb.2020.106471
Wise, M. J. (2021). Traumatic exposure of college freshmen to primary scientific literature: How to avoid turning students off from reading journal articles. Teaching and Teacher Education, 105, 103422. https://doi.org/10.1016/j.tate.2021.103422
Zimmerman, B. J., & Schunk, D. H. (2017). Self-regulated learning and performance. In D. H. Schunk & B. J. Zimmerman (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 1-3). Routledge.