Autorregulación del aprendizaje en línea en estudiantes universitarios durante pandemia Covid-19: caso Educación Física, diferencias entre sexos (Self-regulation of online learning in university students during the covid-19 pandemic: Physical Education case, differences between sexes)
DOI:
https://doi.org/10.47197/retos.v61.104852Palabras clave:
Autorregulación, educación física, COVID-19, educación en línea, universitarios, (Self-regulation), (physical education), (COVID-19), (online education), (university students)Resumen
La autorregulación (RA) es un proceso importante para lograr objetivos académicos, pero es sensible a factores personales o externos como el medio ambiente. Por lo tanto, los informes AR pueden variar según el entorno o área educativa seleccionada, como educación física (EF); además de instrumentos para su evaluación y factores imprevistos, como la pandemia de COVID-19. Por lo tanto, el objetivo de este estudio fue determinar los niveles de Autorregulación en Línea (ARL), por sexo, durante la pandemia de COVID-19 en estudiantes universitarios del área de EF. La muestra (N=787) seleccionada por conveniencia estuvo compuesta por 361 mujeres (45,9%) y 426 hombres (54,1%), con una edad mínima de 18 años y máxima de 49, un promedio de 21,17 ±2,91. La herramienta de autoinforme Cuestionario de Autorregulación del Aprendizaje en Línea (CAAL), versión en español, se respondió de forma anónima. Los resultados del análisis de varianza bidireccional, con correcciones de Greenhouse-Geisser y Bonferroni, indican una diferencia significativa, p < .001, entre los factores de autorregulación, excepto: el establecimiento de metas no es significativamente diferente del factor de autoevaluación; La autoevaluación no se distingue significativamente de la gestión del tiempo y la búsqueda de ayuda. Para la variable sexo no se presentaron diferencias significativas, p = 0,096. También fue significativa la interacción entre variables, p = 0,666. Los resultados muestran diferencias significativas por sexo mientras que ARL; pero las mujeres reportaron niveles más altos que los hombres para cada una de las seis subescalas CAAL.
Palabras clave: Autorregulación, educación física, COVID-19, educación en línea, universidades.
Abstract. Self-regulation (SR) is an important process for achieving academic goals, however, it is sensitive to personal or external factors such as the environment. Hence, SR reports may vary depending on the educational environment or academic areas, such as physical education (PE); SR assessment instruments, and unforeseen factors, such as the COVID-19 pandemic. Therefore, the objective of the present study was to know the levels of Online Self-Regulation (OSR), by sex, during the COVID-19 pandemic in university students in the area of PE. The sample (N=787), selected anonymously by convenience, was of 361 women (45.9%) and 426 men (54.1%), with a minimum age of 18 years and a maximum of 49, an average of 21.17±2.91. Participants answered the self-report instrument Online Learning Self-Regulation Questionnaire (OLSRQ) in its Spanish version. The results from a two-way analysis of variance, with Greenhouse-Geisser and Bonferroni corrections, indicate a significant difference, p < .001, between the self-regulation factors, except: goal setting not significantly different from the self-assessment factor; self-assessment not significantly different from time management and help-seeking factors. For the variable sex, there were no significant differences, p = .096. The interaction between the variables was not significant, p = .666. Results do not show significant differences by sex in terms of OSR; although women reported higher levels than men for each of the six subscales of the instrument used.
Keywords: Self-regulation, physical education, COVID-19, online education, university students.
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