Role of the Family in Promoting Self-regulated Learning of Chilean Students During Confinement by COVID-19

Authors

DOI:

https://doi.org/10.22544/rcps.v42i01.07

Keywords:

Child and Adolescent, Families, Self-Regulated Learning, Chile

Abstract

The COVID-19 confinement caused families to face the study process at home through emergency remote teaching. The role of the family in the learning process is well known; however, historically, the greatest responsibility has been placed on the school. This study analyzed how families arranged themselves to foster self-regulated learning at home for children and adolescents in times of COVID-19. It was a descriptive correlational study, with the participation of 65 families of children and adolescents from the Biobío and Ñuble Regions, who answered a parental questionnaire on the promotion of self-regulated learning and sociodemographic questions. The findings allow inferring that when families feel capable of promoting study, they are willing to do it, use cognitive strategies, seek help when needed and that most of them evaluate their study and learning planning in a medium and/or high way. Significant differences were also found by gender, with men establishing more cognitive strategies and asking for more help than women when performing academic activities with their children and adolescents. This type of study contributes to the theoretical void evidenced in the literature on the educational role of the family during the pandemic and contributes to reflect on the strategies used by families to collaborate with the study of their children and adolescents.

Author Biographies

Yaranay López-Angulo, University of Concepción. Concepción, Chile

Ph.D. in Psychology, a Master’s in Educational Psychology, and a Licentiate in Psychology. She is a professor at the University of Concepción, Chile. Her research interests include psycho-educational and cognitive motivational variables in teaching-learning processes, university dropouts and self-regulated learning. She has taught in centers and universities in different countries. Acting academic director of Continuing Education. She has more than 50 publications. She is the responsible researcher for the FONDECYT Initiation 11230864 Project: Academic and lifetime goals, social adaptation, emotional, motivational, and academic self-regulation: A mixed design to explain the intention to drop out and university academic performance.

Fabiola Sáez-Delgado, Universidad Católica de la Santísima Concepción. Concepción, Chile.

Ph.D. in Psychology. She is an Academic Researcher in the School of Education and Sub-Director of the Center for Research in Education and Development at the Catholic University of the Santísima Concepción (UCSC), Chile. Head of the Master’s Program in Educational Sciences at the UCSC. Her research interests are the cognitive-motivational variables of teaching-learning processes; socio-emotional competencies, mental health and technology in education. She has more than 70 publications. She is a member of the International Research Group on Society, Education and Psychology (GISEP, Spanish abbreviation). She is the Principal Investigator for the FONDECYT Project 11201054 from the Chilean National Agency for Research and Development.

Alexia Valentina Guiñez Castro, Santo Tomas University. Concepción, Chile.

Degree in Social Work from the Santo Tomás University. Concepción, Chile. She works as the person in charge of the Social Articulation Plan in the Rural Development Program (PRODESAR) and Local Development Program (PRODESAL) of the Municipality of Pemuco, Ñuble Region, Chile.  

Valentina Ignacia Torres Uribe, Santo Tomás University. Concepción, Chile.

Degree in Social Work from the Santo Tomás University, Concepción, Chile. She works as a Student Financing Social Worker at the Santo Tomás Professional Institute, Chillán Campus, Ñuble Region, Chile.

Karla Muñoz-Inostroza, University of Concepción. Concepción, Chile

Psychologist, candidate for a Master's in Educational Psychology at the University of Concepción. Concepción, Chile. He has worked as a teacher at different universities in the region and has participated in various congresses and FONDECYT projects in the educational area.

Javiera Becerra Ruiz, University of Concepción. Concepción, Chile

General Basic Professor, Master's student in Educational Psychology at the University of Concepción. Concepción, Chile. He has participated in international conferences.

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Published

2023-06-30

How to Cite

López-Angulo, Y., Sáez-Delgado, F., Guiñez Castro, A. V., Torres Uribe, V. I., Muñoz-Inostroza, K., & Becerra Ruiz, J. (2023). Role of the Family in Promoting Self-regulated Learning of Chilean Students During Confinement by COVID-19. Costa Rican Journal of Psychology, 42(1), 111–125. https://doi.org/10.22544/rcps.v42i01.07

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Vol. 42 No. 1 (2023): Psychology and Social Cognition: Latin American contributions of applied research in the framework of social cognition

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