Validation of the GAEU-1 Acale to Assess the Learning Management of University Students
Downloads
Doi: 10.28991/ESJ-2023-SIED2-019
Full Text: PDF
Downloads
Carrión, V. L. R., Pérez, R. C., Flores, S. G., Zavala, E. Z., García, J. E., & Chihuan, G. P. (2022). The Podcast: a virtual resource for the autonomous learning in university students. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, 2022(46), 21–33. doi:10.17013/risti.46.21-33.
Fierro Saltos, W. R., & Guevara Maldonado, C. (2019). Predictive models for the detection of problems in autonomous learning in higher education students virtual modality. 2019 14th Iberian Conference on Information Systems and Technologies (CISTI), Coimbra, Portugal. doi:10.23919/cisti.2019.8760605.
Zhao, L., Zhu, R., Cai, X., & Zhang, J. (2023). Improving Sustainability of Learning Outcomes: An Empirical Study of Medical Students' Autonomous Learning. Sustainability (Switzerland), 15(7), 5668. doi:10.3390/su15075668.
Li, L., Zhu, M., Shi, Y., & Yang, L. (2023). Influencing factors of self-regulated learning of medical-related students in a traditional Chinese medical university: a cross-sectional study. BMC Medical Education, 23(1), 87. doi:10.1186/s12909-023-04051-4.
Banhegyi, M., & Fajt, B. (2022). University Students' Autonomous Learning Behaviors in Three Different Modes of ICT-based Instruction in the COVID-19 Era: A Case Study of Lockdown Learning. SiSal Journal, 13(1), 5–30. doi:10.37237/130102.
Paris, S. G., & Winograd, P. (2003). The Role of Self-Regulated Learning in Contextual Teaching: Principals and Practices for Teacher Preparation. Education Resources Information Center (ERIC), Brussels, Belgium.
F. Franco, E., & J. Ramos, R. (2019). Aprendizaje de máquina y aprendizaje profundo en biotecnología: aplicaciones, impactos y desafíos. Ciencia, Ambiente y Clima, 2(2), 7–26. doi:10.22206/cac.2019.v2i2.pp7-26. (In Spanish).
Xulu-Gama, N., Nhari, S. R., Alcock, A., & Cavanagh, M. (2018). A student-centred approach: a qualitative exploration of how students experience access and success in a South African University of Technology. Higher Education Research and Development, 37(6), 1302–1314. doi:10.1080/07294360.2018.1473844.
Besserra-Lagos, D., Lepe-Martínez, N., & Ramos-Galarza, C. (2018). The executive functions of the frontal lobe and its association with the academic performance of students in higher education. Revista Ecuatoriana de Neurología, 27(3), 51-56.
Dubois, P., Guay, F., & St-Pierre, M. C. (2023). School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support. Exceptional Children, 89(2), 216–232. doi:10.1177/00144029221112285.
Baars, M., Khare, S., & Ridderstap, L. (2022). Exploring Students' Use of a Mobile Application to Support Their Self-Regulated Learning Processes. Frontiers in Psychology, 13(793002). doi:10.3389/fpsyg.2022.793002.
Abd Rahman, E., Md Yunus, M., Hashim, H., & Ab. Rahman, N. K. (2022). Learner Autonomy between Students and Teachers at a Defence University: Perception vs. Expectation. Sustainability, 14(10), 6086. doi:10.3390/su14106086.
Kinsella, M., Wyatt, J., Nestor, N., Last, J., & Rackard, S. (2023). Fostering students' autonomy within higher education: the relational roots of student adviser supports. Irish Educational Studies, 1–20. doi:10.1080/03323315.2023.2201229.
Young, B. W., Wilson, S. G., Hoar, S., Bain, L., Siekańska, M., & Baker, J. (2023). On the self-regulation of sport practice: Moving the narrative from theory and assessment toward practice. Frontiers in Psychology, 14, 1089110, 1-11. doi:10.3389/fpsyg.2023.1089110.
Costa-Mendes, R., Cruz-Jesus, F., Oliveira, T., & Castelli, M. (2022). Deep Learning in Predicting High School Grades. Emerging Science Journal, 6(Special Issue), 166-187. doi:10.28991/ESJ-2022-SIED-012.
Díaz Mujica, A., Pérez Villalobos, M. V., González-Pienda, J. A., & Núñez Pérez, J. C. (2017). Impacto de un entrenamiento en aprendizaje autorregulado en estudiantes universitarios. Perfiles Educativos, 39(157), 87-104. doi:10.22201/iisue.24486167e.2017.157.58442. (In Spanish).
Ramos-Galarza, C., Acosta-Rodas, P., Bolaños-Pasquel, M., & Lepe-Martínez, N. (2020). The role of executive functions in academic performance and behaviour of university students. Journal of Applied Research in Higher Education, 12(3), 444–455. doi:10.1108/JARHE-10-2018-0221.
Barros, A., Simí£o, A. M. V., & Frisson, L. (2022). Self-regulation of learning and conscientiousness in Portuguese and Brazilian samples. Current Psychology, 41(11), 7835–7842. doi:10.1007/s12144-020-01232-y.
Lorente Rodríguez, M. (2019). Problemas y limitaciones de la educación en América Latina. Un estudio comparado. Foro de Educación, 17(27), 229–251. doi:10.14516/fde.645. (In Spanish).
López-Leyva, S. (2020). Strengths and weaknesses of Latin American higher education for global competitiveness. Formacion Universitaria, 13(5), 165–176. doi:10.4067/S0718-50062020000500165.
Curione, K., Uriel, F., Gründler, V., & Freiberg-Hoffmann, A. (2022). Assessment of learning strategies in college students: a brief version of the MSLQ. Electronic Journal of Research in Educational Psychology, 20(56), 201–224.
Garrido-Hornos, M. Del C. (2023). The Assessment of Motivation in the Learning of EFL at University Level: Validation of the English Language Learning Motivation Scale (ELLMS) at Four Spanish State Universities. Revista Alicantina de Estudios Ingleses, 38, 151. doi:10.14198/raei.2023.38.09.
Zhang, W., & Li, Y. (2023). Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective. Oxford Review of Education, 1–19. doi:10.1080/03054985.2023.2174092.
Silva Moreira, J., Ferreira, P. C., & Veiga Simí£o, A. M. (2022). Dynamic assessment of self-regulated learning in preschool. Heliyon, 8(8). doi:10.1016/j.heliyon.2022.e10035.
Sáez-Delgado, F., Mella-Norambuena, J., López-Angulo, Y., & León-Ron, V. (2021). Scales to measure self-regulated learning phases in secondary school students. Informacion Tecnologica, 32(2), 41–50. doi:10.4067/S0718-07642021000200041.
Mendoza, N. B., & Yan, Z. (2021). Validation of a Subject-Specific Student Self-Assessment Practice Scale (SaPS) Among Secondary School Students in the Philippines. Journal of Psychoeducational Assessment, 39(4), 481–493. doi:10.1177/0734282921994374.
Bonilla-Verdesoto, R. (2014). Description and comparison of educational supervision systems in Colombia, Chile and Ecuador. Master Thesis, Universidad Andina Simón Bolívar, Quito, Ecuador. (In Spanish).
ílvarez-González, B., & Zabaleta, L. I. (2021). A sample of Ecuadorian adolescents' perceptions on social support and family communication and cohesion. Differences between age and sex, and implications for emotional education. Aula Abierta, 50(4), 787–798. doi:10.17811/RIFIE.50.4.2021.787-798.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th Ed.). Pearson Prentice Hall, Hoboken, United States.
Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford Publications, New York, United States.
Ramos-Galarza, C., Jadán-Guerrero, J., & Gómez-García, A. (2018). Relationship between academic performance and the self-report of the executive performance of ecuadorian teenagers. Avances En Psicologia Latinoamericana, 36(2), 405–417. doi:10.12804/revistas.urosario.edu.co/apl/a.5481.
Ramos-Galarza, C., Paredes, L., Andrade, S., Santillán, W., & González, L. (2016). Focused, sustained and selective attention systems in College Students, Quito-Ecuador. Revista Ecuatoriana de Neurología, 25(1-3), 34-38.
Ramos-Galarza, C. (2017). The abandonment of statistics in Psychology of Ecuador. Revista Chilena de Neuro-Psiquiatria, 55(2), 135–137. doi:10.4067/s0717-92272017000200008.
Ramos G, C., & Pérez-Salas, C. (2016). Propiedades psicométricas: ADHD Rating Scale IV en formato autoreporte. Revista Chilena de Neuro-Psiquiatría, 54(1), 9–18. doi:10.4067/s0717-92272016000100002.
Ramos-Galarza, C., Benavides-Endara, P., Bolaños-Pasquel, M., Fonseca-Bautista, S., & Ramos, D. (2019). Scale Of Clinical Observation To Valuate The Third Functional Unit Of The Luria Theory: Eocl-1. Revista Ecuatoriana de Neurología, 28(2), 83-91.
- This work (including HTML and PDF Files) is licensed under a Creative Commons Attribution 4.0 International License.
