Predictores afectivos y académicos del aprendizaje autodirigido en estudiantes de medicina

• Camila Spormann R ^[1] ; Cristhian Pérez V ^[1] ; Eduardo Fasce H ^[1] ; Javiera Ortega B ^[1] ; Nancy Bastías V ^[1] ; Carolina Bustamante D ^[1] ; Pilar Ibáñez G ^[1]
  1. [1] Universidad de Concepción

     Universidad de Concepción

     Comuna de Concepción, Chile

     
• Localización: Revista Médica de Chile, ISSN-e 0034-9887, Vol. 143, Nº. 3, 2015, págs. 374-382
• Idioma: español
• Títulos paralelos:
  • Factors associated with self-directed learning among medical students
• Enlaces
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• Resumen

  • Background: Self-directed learning is a skill that must be taught and evaluated in future physicians. Aim: To analyze the association between self-directed learning, self-esteem, self-efficacy, time management and academic commitment among medical students. Material and methods: The self-directed learning, Rosemberg self-esteem, general self- efficacy, time management and Utrecht work engagement scales were applied to 297 first year medical students. Results: A multiple regression analysis showed a significant association between self-efficacy, time management and academic commitment with self-directed learning. Self-esteem and satisfaction with studies did not enter in the model. Conclusions: self-esteem, academic commitment and a good time management were associated with self-directed learning in these students.