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Experiences of Underrepresented Minority Students in Health Professions Programs, and Their Journeys to the Programs

This article presents a literature review on experiences that describe how laboratory practices in higher education look like today, in order to identify, using Bloom’s taxonomy, the cognitive and knowledge dimensions demanded by these practices. Subsequently, success factors are identified, such as motivation, self-efficacy, teamwork, and information and communication technologies (ICTs); these elements, when integrated in the development of research competencies, allow to transform the traditional approach and strengthen alternative approaches. This article constitutes a conceptual basis that will allow the formulation of a model that specifies strategies and activities for the design of laboratory practices.

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Prácticas de laboratorio en educación superior: ¿cómo transformarlas?

Self-regulated learning, strangely enough, though having swept educational psychology's literature like a tidal wave and also, compared to other constructs such as metacognition and learning strategies, has remained rather uncharted in language education literature and L2 research. Hence, among the main purposes of the current study was to form a link, even tenuous, between the two fields by developing a questionnaire in English and Persian to measure self-regulated language learning capacity and behaviour of Iranian EFL learners. The development of the inventory was guided by two pilots (412 participants), content validation by expert judgment, cognitive interviews, expert review of the items, translation quality checks and factorial validation by exploratory and confirmatory factor analyses. Drawing on the literature of educational psychology and the results of EFA (exploratory factor analysis), thirteen sub-scales with 41 items were yielded in the study: intrinsic motivation, self-efficacy, loc...

Development and Validation of an EFL Self-Regulated Learning Questionnaire

Increased numbers of minorities in the allied health disciplines are sought for a number of reasons. One approach to increasing minority graduates in allied health sciences is to ensure that minority applicants have the learning behaviors necessary to succeed in the academic setting. In this study, we sought to determine if self-regulate d learning, assessed via a self-report inventory, was significantly related to Grade Point Average (GPA) in undergraduate students enrolled in a historically black college or university (HBCU). The Self Regulated Learning Inventory V. 5 (SRLI V.5) was distributed to undergraduate HBCU students enrolled in allied health majors. The inventory was completed by 134 undergraduate students who provided the data for the study. Results indicated that the SRLI was not significantly correlated with academic success (based on student GPA). Further investigation revealed that different methods used in calculating GPA and the inclusion of transfer students likely decreased the statistical power of the association between academic performance and self-regulation.

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Reinhardt Lindner

Papers

A Study of the Self-Regulated Learning Inventory on a HBCU Student Population in Allied Health