From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention
Abstract
:1. Introduction
1.1. Hospitalization: Consequences and Impact in General
1.2. Hospitalization: Impact on the Educational Path of the Adolescent
1.3. Hospitals as Learning Places
1.4. Adolescents and Technology
1.5. The Present Study
2. Materials and Methods
2.1. Context of the Study
2.2. Participants
2.3. Theoretical Framework
2.4. Description of the Program
2.5. Procedure
2.6. Implementation Fidelity
2.7. Instruments and Measures
2.7.1. SRL Strategies Inventory
2.7.2. Self-Efficacy for SRL
2.7.3. Perceived Instrumentality of the SRL Strategies
2.8. Data Analysis
3. Results
3.1. Description of the Profile of the Sample and Exam of the Relationships between the Variables Taken
3.2. Evaluation of the Experimental Reactivity and Regression To Mean
3.3. Evaluation of Experimental Maturation
3.4. Evaluation of the Efficacy of the Intervention
3.5. Evaluation of the Efficacy of the Intervention Considering Age, Grade Level, Grade Retention, and Engagement in Intervention
4. Discussion
4.1. Main Results
4.2. Hospital Context
4.3. Format of Delivery: Face-To-Face, Online, and Blended
4.4. Differential Impact of the Program
4.4.1. Age
4.4.2. Grade Level
4.4.3. Grade Retention
4.4.4. Engagement in Intervention
5. Limitations, Future Research, and Educational Implications
6. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Sessions | SRL Strategies and Contents Addressed | Examples of Activities |
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Session 1 Hi! I’m Testas |
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Session 2 Testas’ efforts to explain the PLEE model |
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Session 3 Planning with Testas |
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Session 4 I’m Execution, the worker/the working one |
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Session 5 Let’s start executing |
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Session 6 Test anxiety: remedy is demanded |
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Session 7 Evaluation: D. Antonieta’s party gone wrong |
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Session 8 It’s time to say goodbye |
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Pre | Mid | Post | Mid-Pre | MDg | m2Pre | Post-mMid | ||
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Pre | Mid | |||||||
SRL | ||||||||
TS | 3.83 (0.70) | 3.93 (0.25) | 4.4 (0.43) | 0.09 (0.63) | 3.87 (0.42) | 0.53 (0.32) | ||
A1 | 4.19 (0.28) | 3.84 (0.24) | 4.25 (0.40) | −0.35 (0.18) | 0.60 | 0.13 | 4.01 (0.24) | 0.23 (0.26) |
A2 | 3.59 (0.82) | 3.98 (0.27) | 4.52 (0.44) | 0.38 (0.65) | 3.78 (0.51) | 0.73 (0.14) | ||
GL1 | 3.93 (0.76) | 3.83 (0.27) | 4.28 (0.47) | −0.09 (0.58) | 0.23 | 0.22 | 3.87 (0.48) | 0.40 (0.33) |
GL2 | 3.69 (0.69) | 4.06 (0.16) | 4.61 (0.29) | 0.36 (0.67) | 3.87 (0.37) | 0.73 (0.18) | ||
NGR | 4.04 (0.53) | 3.93 (0.27) | 4.38 (0.49) | −0.11 (0.30) | 0.42 | 0 | 3.98 (0.33) | 0.39 (0.25) |
GR | 3.62 (0.85) | 3.93 (0.26) | 4.44 (0.41) | 0.30 (0.72) | 3.77 (0.51) | 0.67 (0.24) | ||
ENG1 | 3.19 (0.85) | 3.88 (0.33) | 4.30 (0.45) | 0.68 (0.69) | 3.53 (0.54) | 0.77 (0.25) | ||
ENG2 | 4.08 (0.59) | 3.97 (0.12) | 4.47 (0.29) | −0.11 (0.53) | 0.96 ^ | 0.04 | 4.02 (0.33) | 0.45 (0.29) |
ENG3 | 4.15 (0.28) A | 3.92 (0.38) | 4.44 (0.68) | −0.23 (0.32 | 4.03 (0.29) | 0.41 (0.38) | ||
SE | ||||||||
TS | 3.92 (0.69) | 4.04 (0.44) | 4.44 (0.36) | 0.12 (0.63) | 3.98 (0.48) | 0.46 (0.49) | ||
A1 | 4.35 (0.64) | 4.05 (0.66) | 4.30 (0.41) | −0.30 (0.24) | 0.71 | 0.012 | 4.20 (0.63) | 0.10 (0.32) |
A2 | 3.63 (0.60) | 4.03 (0.30) | 4.53 (0.32) | 0.40 (0.26) | 3.83 (0.33) | 0.70 (0.45) | ||
GL1 | 4.17 (0.62) | 4.02 (0.51) | 4.32 (0.35) | −0.15 (0.37) | 0.61 | 0.05 | 4.09 (0.53) | 0.22 (0.44) |
GL2 | 3.55 (0.69) | 4.08 (0.38) | 4.63 (0.31) | 0.52 (0.79) | 3.81 (0.38) | 0.81 (0.36) | ||
NGR | 3.86 (0.44) | 3.84 (0.43) | 4.40 (0.42) | −0.02 (0.52) | 0.12 | 0.40 | 3.85 (0.34) | 0.55 (0.36) |
GR | 3.98 (0.93) | 4.24 (0.39) | 4.48 (0.33) | 0.26 (0.77) | 4.11 (0.59) | 0.37 (0.63) | ||
ENG1 | 3.70 (1.18) | 4.33 (0.51) | 4.70 (0.17) | 0.63 (0.80) | 4.01 (0.81) | 0.68 (0.64) | ||
ENG2 | 4.10 (0.56) | 3.98 (0.21) | 4.15 (0.06) | −0.12 (0.57) | 0.40 | 0.35 | 4.03 (0.30) | 0.11 (0.32) |
ENG3 | 3.90 (0.36) A | 3.83 (0.59) | 4.57 (0.49) | −0.06 (0.35) | 3.86 (0.45) | 0.70 (0.35) | ||
INST | ||||||||
TS | 4.17 (0.52) | 4.23 (0.45) | 4.53 (0.44) | 0.06 (0.46) | 4.2 (0.46) | 0.33 (0.32) | ||
A1 | 4.15 (0.66) A | 4.32 (0.68) | 4.43 (0.54) | 0.17 (0.28) | 0.33 | 0.15 | 4.23 (0.65) | 0.19 (0.14) |
A2 | 4.18 (0.48) | 4.17 (0.27) | 4.60 (0.40) | −0.01 (0.31) | 4.17 (0.35) | 0.42 (0.38) | ||
GL1 | 4.25 (0.56) A | 4.27 (0.56) | 4.42 (0.43) | 0.01 (0.33) | 0.20 | 0.09 | 4.25 (0.53) | 0.16 (0.25) |
GL2 | 4.05 (0.52) | 4.18 (0.29) | 4.70 (0.48) | 0.12 (0.28) | 4.11 (0.39) | 0.59 (0.23) | ||
NGR | 3.82 (0.44) A | 4.06 (0.48) | 4.46 (0.59) | 0.24 (0.30) | 0.70 ^*1 | 0.34 | 3.94 (0.43) | 0.52 (0.25) |
GR | 4.52 (0.34) A | 4.40 (0.39) | 4.60 (0.29) | −0.12 (0.17) | 4.46 (0.35) | 0.14 (0.28) | ||
ENG1 | 4.73 (0.25) A | 4.60 (0.35) | 4.70 (0.36) | −0.13 (0.15) | 4.66 (0.29) | 0.03 (0.30) | ||
ENG2 | 3.93 (0.43) | 4.15 (0.37) | 4.38 (0.26) | 0.22 (0.41) | 0.80 ^*1 | 0.45 | 4.03 (0.34) | 0.34 (0.14) |
ENG3 | 3.93 (0.46) A | 3.97 (0.51) | 4.57 (0.75) | 0.03 (0.15) | 3.95 (0.48) | 0.62 (0.28) |
Descriptive statistics 1 | ||||||||||
Pre | Mid | Post | Mid-Pre | m2Pre | Post-m2Pre | |||||
SRL | 3.83 (0.70) | 3.93 (0.25) | 4.4 (0.43) | 0.09 (0.63) | 3.87 (0.42) | 0.53 (0.32) | ||||
SE | 3.92 (0.69) | 4.04 (0.44) | 4.44 (0.36) | 0.12 (0.63) | 3.98 (0.48) | 0.46 (0.49) | ||||
INST | 4.17 (0.52) | 4.23 (0.45) | 4.53 (0.44) | 0.06 (0.30) | 4.2 (0.46) | 0.33 (0.32) | ||||
Correlation of the variables age and grade level with the variables SRL, SE and INST in the three measurement occasions | ||||||||||
Grade Level | SRL1 | SRL2 | SRL3 | SE1 | SE2 | SE3 | INST1 | INST2 | INST3 | |
Age | 0.846 ** | −0.568 2 | 0.362 | 0.327 | −0.612 3 | 0.246 | 0.354 | 0.138 | −0.002 | 0.237 |
Grade L. | 1 | −0.423 4 | 0.376 | 0.222 | −0.692 * | 0.100 | 0.241 | −0.138 | −0.072 | 0.163 |
Correlation of the variables SRL, SE and INST to each other on the first and last measurement occasion (left and right respectively) | ||||||||||
SRL1 | SE1 | INST1 | SRL3 | SE3 | INST3 | |||||
SRL1 | 1 | 0.735 * | −0.109 | SRL3 | 1 | 0.416 | 0.788 ** | |||
SE1 | 1 | 0.326 | SE3 | 1 | 0.783 ** | |||||
Paired Student’s t-test 5 for mid-pre. Test of the maturation hypothesis | ||||||||||
RPre-Mid | T | p | 95% CID (ll) | 95% CID (ul) | pB-H | d6 | % Nov | |||
SRL | 0.454 | 0.092 | 0.199 | 0.460 | 0.656 | −0.359 | 0.543 | -- | 0.151 | 7.7% |
SE | 0.427 | 0.120 | 0.202 | 0.594 | 0.567 | −0.337 | 0.577 | -- | 0.201 | 14.7% |
INST | 0.817 | 0.060 | 0.096 | 0.627 | 0.546 | −0.156 | 0.276 | -- | 0.12 | 7.7% |
Paired Student’s t-test 5 for Post-m2Pre. Test of the effect of the intervention hypothesis | ||||||||||
Rm2Pre-Post | T | p | 95% CID (ll) | 95% CID (ul) | d6 | % Nov | ||||
SRL | 0.721 | 0.532 | 0.100 | 5.302 | 0.000 | 0.305 | 0.759 | 0.008 | 1.252 | 62.2% |
SE | 0.339 | 0.460 | 0.156 | 2.956 | 0.016 | 0.108 | 0.812 | 0.016 | 1.075 | 58.9% |
INST | 0.754 | 0.330 | 0.101 | 3.271 | 0.010 | 0.102 | 0.558 | 0.025 | 0.726 | 43% |
Mixed-Design ANOVA (Interaction Effect) | Change Scores B | |||
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Summary Statistics of the Model A | Simple Effects | Summary Statistics of the Model C | MD | |
SRL | ||||
Age | F = 16.1; MSE = 0.019; p = 0.004; d 1 = 2.54; % Nov > 90%; 1 − β = 0.937; pB-H = 0.027 | A1 = * Post-Pre D = 0.231; p = 0.045; pB-H = 0.050 A2 = * Post-Pre = 0.733; p = 0.000; pB-H = 0.056 | MSE = 0.038; d = 2.58; % Nov > 90% | * A2 − A1 = 0.502 |
SE | ||||
Age | F = 5.25; MSE = 0.082; p = 0.051; d 2 = 1.49; % Nov = 73.1%; 1 − β = 0.522; pB-H = 0.055 | A1 = --- A2 = * Post-Pre = 0.700; p = 0.003; pB-H = 0.022 | MSE = 0.164; d = 1.478; % Nov = 70.7% | * A2 − A1 = 0.600 |
Grade level | F = 4.90; MSE = 0.084; p = 0.058; d 3 = 1.40; % Nov = 70.7%; 1 − β = 0.647; pB-H = 0.066 | GL1 = --- GL2 = * Post-Pre = 0.812; p = 0.004; pB-H = 0.027 | MSE = 0.169; d = 1.427; % Nov = 68.1% | * GL2 − GL1 = 0.588 |
INST | ||||
Grade level | F = 7.46; MSE = 0.030; p = 0.026; d 4 = 1.73; % Nov = 79.4%; 1 − β = 0.801; pB-H = 0.044 | GL1 = --- GL2 = * Post-Pre = 0.587; p = 0.001; pB-H = 0.011 | MSE = 0.059; d = 1.762; % Nov = 75.4% | * GL2 − GL1 = 0.429 |
Grade retention | F = 5.20; MSE = 0.035; p = 0.052; d 5 = 1.44; % Nov = 73.1%; 1 − β = 0.669; pB-H = 0.061 | GR = --- NGR = * Post-Pre = 0.520; p = 0.002; pB-H = 0.016 | MSE = 0.069; d = 1.442; % Nov = 68.1% | * NGR − GR = 0.380 |
Engagement in intervention | F = 4.41; MSE = 0.029; p = 0.058; d 6 = 1.90; % Nov = 81.1%; 1 − β = 0.719; pB-H = 0.066 | ENG1 = * Post-Pre = 0.033; p = 0.817; ENG2 = * Post-Pre = 0.338; p = 0.026; pB-H = 0.044 ENG3 = * Post-Pre = 0.617; p = 0.003; pB-H = 0.022 | MSE = 0.058; d = 2.01; % Nov > 81% | * ENG2 − ENG1 = 0.364 * ENG3 − ENG2 = 0.279 * ENG3 − ENG1 = 0.583 |
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Azevedo, R.; Rosário, P.; Martins, J.; Rosendo, D.; Fernández, P.; Núñez, J.C.; Magalhães, P. From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention. Int. J. Environ. Res. Public Health 2019, 16, 4802. https://doi.org/10.3390/ijerph16234802
Azevedo R, Rosário P, Martins J, Rosendo D, Fernández P, Núñez JC, Magalhães P. From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention. International Journal of Environmental Research and Public Health. 2019; 16(23):4802. https://doi.org/10.3390/ijerph16234802
Chicago/Turabian StyleAzevedo, Raquel, Pedro Rosário, Juliana Martins, Daniela Rosendo, Paula Fernández, José Carlos Núñez, and Paula Magalhães. 2019. "From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention" International Journal of Environmental Research and Public Health 16, no. 23: 4802. https://doi.org/10.3390/ijerph16234802