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

Raquel Azevedo, Pedro Rosário, Juliana Martins, Daniela Rosendo, Paula Fernández, José Carlos Núñez and Paula Magalhães
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Raquel Azevedo: Department of Applied Psychology, Escola de Psicologia, Universidade do Minho, Campus Gualtar, 4710-052 Braga, Portugal
Pedro Rosário: Department of Applied Psychology, Escola de Psicologia, Universidade do Minho, Campus Gualtar, 4710-052 Braga, Portugal
Juliana Martins: Department of Applied Psychology, Escola de Psicologia, Universidade do Minho, Campus Gualtar, 4710-052 Braga, Portugal
Daniela Rosendo: Department of Applied Psychology, Escola de Psicologia, Universidade do Minho, Campus Gualtar, 4710-052 Braga, Portugal
Paula Fernández: Department of Psychology, Universidad de Oviedo, Plaza Feijoo s/n., 33003 Oviedo, Spain
José Carlos Núñez: Department of Psychology, Universidad de Oviedo, Plaza Feijoo s/n., 33003 Oviedo, Spain
Paula Magalhães: Department of Applied Psychology, Escola de Psicologia, Universidade do Minho, Campus Gualtar, 4710-052 Braga, Portugal

IJERPH, 2019, vol. 16, issue 23, 1-24

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.

Keywords: hospitalization; school-aged children and adolescents; self-regulated learning; school engagement; blended learning; technology; intervention (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2019
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