Kamilla-Karla-Maurício Passos1, Hélen-Kaline-Farias Bezerra2, Augusto-César-Leal-da Silva Leonel1, Flávia-Maria-Moraes Ramos-Perez3, Hercílio Martelli-Júnior4, Renato-Assis Machado5, Paulo-Rogério-Ferreti Bonan6, Danyel-Elias-da Cruz Perez3. 1. PhD student, School of Dentistry, Universidade Federal de Pernambuco, Recife, Pernambuco, Brazil. 2. Graduate student, School of Dentistry, Universidade Federal de Pernambuco, Recife, Pernambuco, Brazil. 3. Professor, School of Dentistry, Department of Clinical and Preventive Dentistry, Universidade Federal de Pernambuco, Recife, Pernambuco, Brazil. 4. Professor, School of Dentistry, State University of Montes Claros, Montes Claros, Minas Gerais, Brazil. 5. Postdoctoral researcher, Piracicaba Dental School, State University of Campinas, Piracicaba, São Paulo, Brazil. 6. Professor, School of Dentistry, Universidade Federal da Paraíba, Joao Pessoa, Paraíba, Brazil.
Abstract
BACKGROUND: This study aimed to evaluate the perception of self-regulated learning of Brazilian undergraduate dental students during the COVID-19 pandemic. MATERIAL AND METHODS: A nationwide cross-sectional survey was conducted. Data were collected in 2020, through an anonymous self-administered virtual questionnaire, which comprised an initial section related to the students' sociodemographic data, category of educational institution where they enrolled, and the possible impacts of COVID-19 pandemic on family income, teaching activities (maintained remotely or totally suspended), and self-perception of academic performance during e-learning. The second part comprising 31 questions related to the adapted Self-Regulated Learning Perception Scale (SRLPS). For statistical analysis, Student's t-test of independent samples, Kruskal-Wallis, and Mann-Whitney U test were used, considering a significance of 5%. RESULTS: From 779 students, 425 (54.6%) reported distance learning activities during the pandemic, and 354 (45.4%) experienced complete interruption of teaching activities. Students with good performance during e-learning were more skilled in self-regulated learning when compared to those who reported regular (p = 0.026), bad (p = 0.000), and very bad (p = 0.000) performance. In addition, students who stated a good performance during e-learning were more skilled in self-regulated learning than those with fully suspended teaching activities (p = 0.000). CONCLUSIONS: E-learning performance of undergraduate dental students during COVID-19 pandemic influenced the self-regulated learning perception. In addition, the pandemic negatively impacted the self-regulated learning of students who experimented full suspension of teaching activities. Changes in family's income did not affect their self-regulated learning. Key words:Dental education, community health, e-learning, learning, pandemics. Copyright:
BACKGROUND: This study aimed to evaluate the perception of self-regulated learning of Brazilian undergraduate dental students during the COVID-19 pandemic. MATERIAL AND METHODS: A nationwide cross-sectional survey was conducted. Data were collected in 2020, through an anonymous self-administered virtual questionnaire, which comprised an initial section related to the students' sociodemographic data, category of educational institution where they enrolled, and the possible impacts of COVID-19 pandemic on family income, teaching activities (maintained remotely or totally suspended), and self-perception of academic performance during e-learning. The second part comprising 31 questions related to the adapted Self-Regulated Learning Perception Scale (SRLPS). For statistical analysis, Student's t-test of independent samples, Kruskal-Wallis, and Mann-Whitney U test were used, considering a significance of 5%. RESULTS: From 779 students, 425 (54.6%) reported distance learning activities during the pandemic, and 354 (45.4%) experienced complete interruption of teaching activities. Students with good performance during e-learning were more skilled in self-regulated learning when compared to those who reported regular (p = 0.026), bad (p = 0.000), and very bad (p = 0.000) performance. In addition, students who stated a good performance during e-learning were more skilled in self-regulated learning than those with fully suspended teaching activities (p = 0.000). CONCLUSIONS: E-learning performance of undergraduate dental students during COVID-19 pandemic influenced the self-regulated learning perception. In addition, the pandemic negatively impacted the self-regulated learning of students who experimented full suspension of teaching activities. Changes in family's income did not affect their self-regulated learning. Key words:Dental education, community health, e-learning, learning, pandemics. Copyright:
Authors: Francisco Jonathan de Oliveira Araújo; Ligia Samara Abrantes de Lima; Pedro Ivo Martins Cidade; Camila Bezerra Nobre; Modesto Leite Rolim Neto Journal: Psychiatry Res Date: 2020-04-12 Impact factor: 3.222