From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention

Abstract

Hospitalization poses diverse challenges to school-aged youth well-being and their educational path. Some inpatients, due to the hospitalization duration, frequency or the needed recovery period at home, may struggle when returning to school. To help youth cope with this challenge, several hospitals have been implementing educational interventions tailored to the school-aged children and adolescents needs. Nevertheless, pediatric inpatients with short stays and/or with a recovery period at home usually do not benefit from these interventions. Therefore, the present study implemented a blended intervention (i.e., face-to-face and online) with the aim of training self-regulated learning competences with hospitalized school-aged adolescents with short hospital stays. The intervention was delivered on a weekly basis for eight individual sessions using a story-tool. Results showed the efficacy of the intervention in promoting adolescent’s use of, perceived instrumentality of, and self-efficacy for self-regulated learning strategies. Overall, there was a differentiated impact according to the participants’ age, grade level, grade retention, and engagement in the intervention. These findings support previous research indicating that hospitals can play an important role as educational contexts even for inpatients with short stays. The blended format used to deliver the self-regulation learning (SRL) training also may be an opportunity to extend these interventions from the hospital to the home context.

“More Than Buying Extra Fruits and Veggies, Please Hide the Fats and Sugars”: Children’s Diet Latent Profiles and Family-Related Factors

“…This suggestion is consistent with findings from educational research. For example, Azevedo et al [ 52 ] found that the impact of a school-based intervention to train self-regulated learning competences was distinct according to participants’ features (e.g., grade retention, engagement in the intervention).…”

No Children Should Be Left Behind During COVID-19 Pandemic: Description, Potential Reach, and Participants' Perspectives of a Project Through Radio and Letters to Promote Self-Regulatory Competences in Elementary School

“…For example, in the case of letters, some students reported not to have completed the activities due to this reason. As literature indicates, participants' engagement in the intervention (e.g., completing the proposed assignments) influences its impact on reported SRL strategies (e.g., Azevedo et al, 2019 ). Hence, educators should consider calibrating the amount of work assigned to students, especially in this case of pandemic.…”

“…The self-regulated learning competences may be trained and consequently improved (e.g., Schunk and Zimmerman, 1997;Rosário et al, 2016;Azevedo et al, 2019). Grounded on a SRL framework (Zimmerman, 2000;Rosário et al, 2010), the research team designed various online (i.e., social media 1 , synchronous sessions, blog, videos, google forms) and offline responses.…”

Hospital School Program: The Right to Education for Long-Term Care Children

“…This is particularly important, as school disengagement may lead to early school dropout, educational underachievement, or academic failure, e.g., a lower likelihood of completing compulsory education or entering university. Lastly, hospitalization may occur during critical transition points, such as starting school or key stages of learning and development, such as the onset of adolescence [11]. Therefore, it is important to create a communicative basis that facilitates the child's adaptation to his new environment and establishes continuity in the change.…”

“…Furthermore, research identified the need to develop educational programs to the maintenance of the relationships of the inpatient with their peers, and promote students' motivation, Self Regulation Learning (SRL) strategies, and school engagement. According to Azvedo [11], the SRL might be an important resource for the students. It comprises some phases such as Planning, Execution, and Evaluation.…”