Part-time Students Research Articles

Понимание эмоций как фактор социальной самореализации обучающейся и работающей молодежи

<p>Self-realization, as a psychological phenomenon that combines well-pronounced motivational and cognitive-evaluative components, largely determines adaptive resources of a person. This article analyzes the relationships among three types of self-realization, basic personal traits, professional experience and emotional intelligence of young adults on a sample of 125 students (girls and boys) of the Southern Federal University. A part of the sample consisted of part-time students who combined work and professional training (n=51), the rest were full-time students in their respective fields of study (n=74). The study tested three research hypotheses, namely that: (1) The respondents would report relatively low level of social self-realization, in comparison with professional and personal self-realization; (2) Significant differences would be observed in indicators of social self-realization, but not in emotional intelligence, between the sub-samples of part-time and full-time students; (3) Professional experience, basic personal characteristics and individual indicators of emotional intelligence would contribute to the respondents' subjective assessment of their social self-realization. Results of ANOVA, correlational and regression analysis of data collected using psychodiagnostic techniques by Kudinov (self-realization profiles), Lyusin (EmIn), and Sschebetenko (Big Five-2), by and large, confirmed all three study hypotheses, in particular and most importantly – about the differences between the two categories of respondents in the level of their social self-realization and in various combinations of its predictors, specifically, about the unique role of the ‘understanding emotions’ factor. The article also discusses the importance of self-realization for successful social adaptation of young people and describes various psycho-correctional and psychological-pedagogical methods, including specialized training of emotional intelligence, designed to compensate for low social self-realization.</p>

Влияние социальнодемографических факторов на самоотношение студентов

The purpose of the study presented in this article is to investigate the influence of gender, level of economic well-being, university status, origin and year of study on the self-attitude of modern students. The study sample consisted of 315 full-time and part-time students, aged between 18 and 30 years (M = 20.5), from higher education institutions in the Republic of Moldova. The results showed that the self-attitude of private university students is slightly higher than that of state university students, does not represent a significant difference. Female students’ self-attitude is higher in comparison with male students. Middleincome holders have the highest values of self-attitude components. The origin also affects the students’ self-attitude; students from urban areas have a better attitude toward themselves than those from rural areas. Regarding the course of study, the highest indicators of self-esteem parameters are among first-year students, the difference between second-year students and third-year students is very small.

Prevalence and sociodemographic correlates of food insecurity among post-secondary students and non-students of similar age in Canada

BackgroundThe results of several recent campus-based studies indicate that over half of post-secondary students in Canada are food insecure, but the vulnerability of this group has not been considered in research on predictors of food insecurity in the Canadian population. Our objectives were to (1) compare the prevalence of food insecurity among post-secondary students and non-students of similar age; (2) examine the relationship between student status and food insecurity among young adults while accounting for sociodemographic characteristics; and (3) identify the sociodemographic characteristics associated with food insecurity among post-secondary students.MethodsUsing data from the 2018 Canadian Income Survey, we identified 11,679 young adults aged 19–30 and classified them into full-time postsecondary students, part-time post-secondary students, and non-students. Food insecurity over the past 12 months was assessed with the 10-item Adult Scale from the Household Food Security Survey Module. Multivariable logistic regression analyses were used to estimate the odds of food insecurity by student status while accounting for sociodemographic characteristics, and to identify sociodemographic characteristics predictive of food insecurity among post-secondary students.ResultsThe prevalence of food insecurity was 15.0% among full-time postsecondary students, 16.2% among part-time students, and 19.2% among non-students. After adjusting for sociodemographic factors, full-time postsecondary students had 39% lower odds of being food insecure as compared to non-students (aOR 0.61, 95% CI 0.50–0.76). Among postsecondary students, those with children (aOR 1.93, 95%CI 1.10–3.40), those living in rented accommodation (aOR 1.60, 95%CI 1.08–2.37), and those in families reliant on social assistance (aOR 4.32, 95%CI 1.60-11.69) had higher adjusted odds of food insecurity, but having at least a Bachelor’s degree appeared protective (aOR: 0.63, 95% CI 0.41–0.95). Every $5000 increase in adjusted after-tax family income was also associated with lower adjusted odds of food insecurity (aOR 0.88, 95%CI 0.84–0.92) among post-secondary students.ConclusionsIn this large, population-representative sample, we found that young adults who did not attend post-secondary school were more vulnerable to food insecurity, particularly severe food insecurity, than full-time post-secondary students in Canada. Our results highlight the need for research to identify effective policy interventions to reduce food insecurity among young, working-age adults in general.

Do firms that perform well report differently compared to those that perform badly? Impression management in integrated reporting

Purpose This paper aims to investigate whether managers use impression management through the presentation of non-financial information in an integrated reporting setting. Design/methodology/approach The authors performed an experiment with experienced professional controllers and part-time students enrolled in the executive master’s degree in finance and control at universities in the Netherlands. In this experiment, we manipulated the financial performance to test if managers present non-financial information differently based on the firm’s financial performance. Findings This study found that impression management is not applied by including or excluding non-financial key performance indicators (KPIs) in the integrated report, but by using more prominent presentation forms for positive non-financial performance and non-prominent ones for negative non-financial performance. However, the use of impression management through the presentation form decreased when the firms’ financial performance was positive. In that instance, this study noted that managers statistically significantly more often decided to present poor non-financial performance in a prominent presentation format in comparison to managers who were not aware of the financial performance. Research limitations/implications A limitation of this paper is that the authors focused on only two impression management strategies: opportunistic/under-reporting and the presentation form. This analysis shows that the use of impression management mainly seems to occur through the presentation format. Future research could investigate other impression management strategies in an integrated reporting setting. Practical implications The results of this study are of importance for users of integrated reports, because it will provide more insight into whether firms are truly transparent in their integrated reports. Furthermore, the theoretical implication of this study is relevant to regulatory authorities, because it sheds light on the different forms of impression management used in integrated reporting and the influence of positively or negatively performing KPIs on the decisions of preparers of integrated reports. Originality/value Therefore, in this study, the authors add to prior literature by investigating the concept of impression management in an integrated reporting setting. More specifically, the authors perform an experiment and focus on different forms of impression management (the presentation format and under-reporting) through non-financial KPIs in an integrated reporting setting and link it to firm financial performance.

BURNOUT EFFECT ON THE ACADEMIC AND WORK PERFORMANCE OF PART-TIME STUDENTS IN INDONESIA

The current phenomenon of employees who are looking for a university’s degree in Indonesia shows the awareness about the importance of having further and formal education for career advancement in the developing counties. Whilst studying as part-time students, they have two roles, as a student and as an employee. The burden, in the form of work stress may cause individual burnout, which the highest level of work stress, that may affect the overall individual performance, in particular the academic and the work performance. Examining the part-time students at the private universities in Indonesia, burnout that is hypothesized to affect their performance has been partly proven. The study uses a quantitative approach with descriptive methods and inferential statistics, with a research model of causality (causal relationship) between burnout to academic achievement and work achievement of part-student. The sample used probability sampling with a total of 136 part-time students as respondents. Regression analysis was performed to determine the significant of the relationship reveals that burnout has an influence on academic performance but not on work performance. Key conclusion of the findings reveals that pursuing for education at the university level as part-time student is good for employees and wont affect their work performance. Although the burnout situation affect academic performance, part-time students are found to know the priority of their responsibility. For higher institutions, the potential of recruiting and telling the potential part-time students without worrying so much on the potential effect of burnout that presumably to affect their work performance, and for the employers, it is the same as the work performance of part-time students in the study seems to be maintained, indicating they could becoming more structured, effective and competence as they possess more knowledge obtained while studying.

NUDGING FOR IMPROVED ACADEMIC PERFORMANCE AND MOTIVATION IN HIGHER LEARNING INSTITUTIONS

Nudges, attempts to influence behaviour without forbidding any options or significantly changing the economic incentives of any options, have been applied to diverse issues such as sustainable consumption, e-commerce, and workplace goal-setting. Academic applications of nudges have grown, and a burgeoning attention on nudge applications in higher education is developing. In this paper, we describe our unique multidisciplinary approach, involving data analytics, qualitative research methods, and the Theory of Planned Behaviour, to developing nudges for improved academic performance and motivation at a non-residential university with a high proportion of part-time and mature students. Our paper focuses on the design and ongoing progress of nudge development. We end by exploring how our approach can serve as a template for other institutes of higher education wanting to develop and deploy nudges for better student outcomes. KEYWORDS: Theory of Planned Behaviour, Nudge, Retention

Profiling occupational therapists’ preference for an international master’s program in occupational therapy: A needs analysis study

Background: To advance occupational therapy knowledge and practice in Southeast Asia, it is pivotal that quality master’s degree programs in occupational therapy are in place. Such a program must respond to the needs of the region in terms of occupational therapy education, practice, and scholarship. By recognizing the diversity of the occupational therapy education and training in the region, it has become possible to consider alternatives in establishing a graduate program in occupational therapy through partnerships and consortia. In order to make an informed decision to decide whether co-creating a master’s program in occupational therapy through an international consortium within the region is possible or not, a needs assessment is warranted. Objectives: To describe the profile of occupational therapists living and working in the Southeast Asian region who would like to pursue a master’s degree in occupational therapy via an international consortium. Materials and methods: An online survey design was used to produce data that would be used to inform the co-creation of an international master’s program in occupational therapy. The survey questionnaire was designed specifically for this study and included three sections: 1) information and consent form; 2) demographic information; and 3) information about the need for and preferences on a master’s program in occupational therapy. Participants were recruited through professional organizations and various social media platforms of national and international occupational therapy groups. Results: Eighty-five final-year occupational therapy students and 143 occupational therapists from the Philippines, Indonesia, Thailand, and other countries completed the survey. Majority (62%) of the respondents was interested in pursuing a master’s degree in occupational therapy because they perceived that an advanced degree can enable specialization in practice, promote personal and professional development, and help generate new knowledge for the field. The characteristics of the envisaged international master’s program must be: 1) completed ideally in 1.5 to 2 years, 2) taken by part-time students who are also working practicing, 3) delivered via a hybrid arrangement (i.e., online and face-to-face) with a fixed weekly schedule, and 4) matriculated for USD 1,000 per semester. Conclusion: While this cross-sectional survey cannot encapsulate the totality of occupational therapists’ needs in terms of their professional development, the survey provided an empirical basis to inform decisions in the creation of a master’s program in occupational therapy jointly offered by an international consortium of Southeast Asian universities.

The Effect of Stress Management Among Part-Time Students

The Effect of Stress Management Among Part-Time Students

On procrastination as a psychological defence of personality

Introduction. The relevance of the problem is accounted for by the need to overcome the process of procrastination in connection with the growing tendency towards a person’s decreasing activity in solving educational and professional tasks, as well as fadeout of people’s social activity. The psychological science has sufficiently explored the emotional and motivational factors of procrastination, has established its connection with the components of conscious regulation of efforts reflecting the infringement of subject’s activity. At the same time, there are practically no scholarly studies revealing the significance of reflexive processes from the position of purposeful inhibition of activity. The aim of the study was to test the assumption of existence of positive interrelation between reflexivity and vocational guidance within the framework of the general hypothesis stating that procrastination can act as a mechanism protecting individual’s self-identity. Materials and methods. The following methods were used: “Procrastination Scale” by P. Steel adapted by I.N. Kormacheva, reflexivity questionnaire by A.V. Karpov, the authors’ questionnaire “Objective personal manifestations of the subject of activity”. The research involved 61 full-time and part-time students aged 18 to 46 (Me = 28 years) of the Humanitarian Institute of Vladimir State University (Russian Federation). Results. A significant positive correlation between one’s personal reflexivity and aptitude for procrastination was established (p < 0,01). Negative correlation was revealed between procrastination (p < 0,01), on the one part, and dutifulness, independence and initiative, on the other part, as objective manifestations of self-identity. Conclusion. The obtained results will be interesting for researchers working in the sphere of selfregulation of activity, including learning, as well as for specialists in individual’s psychology and personality development. They can be used in designing the educational space of a higher education institution, that would contribute to the development of students’ self-identity. Keywords: subject, procrastination, self-regulation, reflexion, reflexivity, personal meaning, subjectspecific approach

Moodle tools for teaching foreign languages at distance learning department

The paper investigates the use of the Moodle system tools for teaching the subject of Foreign Languages (English) at the faculty of distance and part-time education of the Institute of Oil and Gas Technologies (INGT) of Samara State Technical University (SSTU). The analysis was carried out on the content material of Moodle electronic course for the specialty Petroleum engineering 21.03.01, 2020-2021 years. The course structure, tools for presenting educational material for practical classes and independent work, as well as assessment tools for intermediate and final monitoring control were analyzed. The study showed that the content of the course is presented logically and divided into modules in accordance with the main educational program and the Federal State Educational Standard of the Russian Federation. The Page tool was chosen to present the material for practical classes, which ensures the availability and clarity of educational material provided. Tasks for independent work and study are implemented via the Task tool in such a way that the files can be downloaded, then done and uploaded to the system. The effectiveness of the course was analyzed according to the data automatically provided by the system. The following aspects were taken into consideration: online activity of students in the system, the number of downloaded and completed assignments, the number of attempts to take tests, assessment reports based on the results of students` performance. The study has shown that the tools chosen for the course are relevant and provide effective learning. Analysis of program data has suggested that materials and exercises are easily accessible and system navigation has not caused any difficulties for students. Thus, it can be concluded that the Moodle system has proved to be an effective platform for distance learning of part-time students with a low level of language proficiency.

Development and validation of an instrument to measure Chinese post-secondary and part-time students’ motivation to learn accounting in Hong Kong

In the current research, we developed and validated a questionnaire to measure Chinese working adults’ motivation to study accounting on a path of lifelong learning in Hong Kong, China. We conducted individual in-depth interviews with adult learners ( n = 30) and professionals ( n = 12) in study 1 and study 2. Qualitative analysis showed six specific common themes for Chinese working adults’ motivation to learn accounting. Based on these results and the research literature, we developed a list of 31 provisional items for the questionnaire. In Study 3, we administered the provisional questionnaire to students ( N = 426) from sub-degree, undergraduate, and graduate programs. These data were analyzed using quantitative analysis. Exploratory factor analysis showed a six-dimensional structure. Removal of redundant items resulted in a 17-item questionnaire. Confirmatory factor analysis provided evidence of the reliability and validity of this measure, which assesses six domains of adult learners’ motivations for pursuing continuing education in accounting: development of knowledge and skills; family cohesion; reinforcement of social networking and communication; career development; enrichment of life; and self-development. This measure in the Chinese cultural context can be used for research purposes and for assessing students’ motivation in accounting programs in Hong Kong.

The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental study

BackgroundWith today’s complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment.AimThis study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master’s nursing program.MethodsA quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46).ResultsThere was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode.ConclusionThis study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals.

“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time

PurposeThe purpose of this study is to examine the benefits and challenges of simultaneously participating part-time in a doctoral program and teaching full-time in the K-12 classroom.Design/methodology/approachIn this study, the author used autoethnography to examine the benefits and challenges she faced as a part-time doctoral student and full-time, public high-school English language arts teacher.FindingsThe findings included that managing finite personal resources such as time and mental bandwidth constituted a challenge while simultaneously existing in both worlds created a unique perspective derived from the knowledge, ideas and events in each world constantly prompting reflection on the other. Additionally, benefits – the synergy between research and practice – and challenges – the frustration that occurred when potential crossover faced resistance – resulted from the cross-pollination between studying and teaching. Finally, inhabiting both worlds ended up changing the author’s plans, raising questions about where to go upon finishing her degree.Originality/valueScant research exists about part-time doctoral students in general, even less research exists on part-time students who work full-time in any profession, and even less broaches teachers’ experiences teaching full time while in a doctoral program. Given the need for classroom realities to better inform research and policy, examining the possibilities regarding part-time doctoral programs for teachers holds potential for both practice and research to speak to one another.

Linking Corporate Social Responsibility to Employee Green Behavior: Mediation Through Supervisor-subordinate Guanxi

This study was conducted with the purpose of understanding the link between corporate social responsibility (CSR) and employee green behavior. Particularly, we explored the mediating role of supervisor-subordinate guanxi in this relationship. Participants were 327 part-time Master of Business Administration students at three universities in China, who completed a survey. Structural equation modeling was used to test the hypotheses. Results revealed that there was a positive and significant relationship between employees' perceived CSR and their green behavior, and that supervisor-subordinate guanxi partially mediated this relationship. This study extends research on the social outcomes of CSR by shedding new light on the psychological mechanisms connecting it with employee green behavior. The findings will help managers of organizations to better understand how CSR facilitates employee green behavior.

Factors determining the motivation of non-linguistic students in online and offline foreign language learning

Introduction. The article investigates the specifics of traditional and distance learning for undergraduate and postgraduate non-linguistic students learning a foreign language. The authors focus on the types of motivation and the use of information and communication technologies (ICT) as an effective way to increase students' interest in learning a foreign language. The purpose of the article is to identify the factors influencing the motivation of full-time and part-time non-linguistic students in online and offline foreign language learning. Materials and Methods. The authors used theoretical (analysis, comparison) and empirical (observation, questionnaire, quasi-experiment) research methods to achieve the purpose and verify the hypotheses. The observed experimental groups of students answered a set of questions from a questionnaire in Microsoft Forms. The survey was divided into units devoted to the use of ICT for non-academic purposes and for English language learning purposes, as well as a range of factors that may determine students' motivation. Results. The study revealed intrinsically and extrinsically motivated students in the experimental groups. The research findings showed that full-time undergraduate and postgraduate students found it more difficult to study online and their learning outcomes were significantly lower compared to part-time students. Nevertheless, the authors noted that part-time students preferred traditional foreign language learning. It was more difficult for them to concentrate on learning English at home than in the classroom. ICT in foreign language learning confirmed its effectiveness in acquiring and developing knowledge and communicative skills for full-time students due to durable application. Conclusions. The article concludes that different types of motivation are characteristic for part-time and full-time postgraduate and undergraduate students. Students’ motivation depends on a set of positive and negative factors affecting the learning process. Online learning is more effective for senior part-time students than for traditional part-time student population. The effectiveness of ICT is in direct correlation with the duration of use, so full-time students have a time advantage.

The case for integrating and leveraging knowledge management and ELearning for effective online education

The rapidly growing use of technology in education is changing the way knowledge is produced, stored, and distributed to students locally and globally. Today, learning is no longer solely deployed in a physical classroom due to the increased rate of student’s enrollment in online education for various reasons. The nation's educational system greatly benefits from internet-enabled distance learning, also known as online education, by liberating students from the usual available options of on-campus degree programs such as commuting to school, preparing their day for courses, and being physically present during each cycle of their coursework. The necessity of Knowledge Management (KM) to facilitate online learning has received higher attention within the educational arena in the last years. Knowledge management of organizations will determine the processes that the knowledge will be retained, exchanged, and enriched over years. Additionally, knowledge management has been defined as the process that enables the organization to create, store, transform and exchange knowledge within the organization. Universities face challenges in creating and exchanging knowledge, these challenges resulted from the lack of KM strategies to organize KM in all directions. As per various educational theories universities should adopt knowledge-based theory to improve competitiveness and improve performance. The theory is based on discovering knowledge, its acquisition, creation and dissemination and transmission of this knowledge through teaching. Moreover, retention rates at higher education institutions remain a focus in this present pandemic era and data from the United States (U.S.) Department of Education (2021) revealed an overall drop for full-time students in 2020, from 76.1 percent in 2019 to 75.7 percent. For part-time students, there was an even more significant drop, from 46.5 percent in 2019 to 43.5 percent in 2020. For educational institutions, it is imperative to understand the causes of lower retention, and the way higher education institutions could overcome this challenge. One method that is being pursued by higher institutions is online education, as a note online education is now accepted as the “wave” of the future, knowledge is being distributed across both space and time. Knowledge management techniques are also used to capture, organize and deliver this knowledge, and management systems can be used to quickly identify the most relevant information and distribute it to meet specific needs. The art of adding knowledge management and E-Learning together is a form of technological advancement.

Community College Student Persistence During the COVID-19 Crisis of Spring 2020.

Objective: This quantitative study examines the impact of the COVID-19 pandemic on students' persistence at a minority-serving, open-access, public, urban community college in New York City. Specifically, the project looked at factors associated with mid-semester college withdrawals during spring 2020 when the college shifted to remote instruction due to the COVID-19 pandemic. Method: Utilizing data from three spring semesters (spring 2018, 2019, and 2020), four logistic regression models tested the marginal effects of student background and college program factors on mid-semester withdrawal and the moderating effect of spring 2020, the COVID-19 outbreak semester. Results: Findings indicated that the withdrawal rates were higher for new students, men, minoritized students, and part-time students across all three spring semesters. Spring 2020 disproportionally affected part-time students, men, Black students, as well as readmitted students. The greatest increase in the probability of mid-semester college withdrawal was observed for Black men who had been enrolled part-time in spring 2020. Belonging to a highly structured full-time study program protected students from leaving mid-semester, although this protection was weaker in spring 2020 and spring 2019 compared to spring 2018. Contributions: The research highlights the equity gap for Black men at the college and points to additional factors contributing to mid-semester college attrition. The work provides insights into factors that worsened during the COVID-19 pandemic. The study thereby contributes to understanding short-term risk factors for vulnerable student populations and adds to the body of literature on crisis situations in higher education.

Does employee work-related curiosity predict workplace thriving? The moderating role of core-self evaluations

PurposeGiven the increasing organizational need for having a thriving workforce due to the fast-growing and competitive knowledge-based service economy and growing demand to explore new factors that may benefit individuals to excel at work. Drawing upon the intrinsic motivation perspective, with a Chinese sample (N = 309), the authors aimed to investigate whether work-related curiosity (WRC) may create conditions that indirectly promote employees' workplace thriving via task focus and whether this mediation was moderated by an individual's personality difference, i.e. core-self evaluations.Design/methodology/approachA time-lagged study among full-time employees who happen to be part-time students in the executive development program was used to test the hypothesized model by employing a structural equation modeling approach.FindingsWRC showed a significant positive association with task focus which in turn was positively related to workplace thriving. Furthermore, as predicted, the positive association between WRC and workplace thriving via task focus was stronger for employees with high core self-evaluations compared to those with low core-self evaluations.Originality/valueThe results of this study suggest that an individual's WRC can be instrumental in augmenting workplace thriving by providing a scientific explanation for the underlying psychological process of task focus and identifying the factors associated with the process, such as core-self evaluations. This study contributes to extending the literature on significant employee outcomes, i.e. thriving at work, by offering new empirical and theoretical insights that WRC may play a critical role in the process and identifying a boundary condition of personality factor, i.e. core-self evaluations.

PENGARUH MOTIVASI KERJA, MANAJEMEN WAKTU, DAN STRES KERJA TERHADAP KINERJA PERKERJA PARUH WAKTU YANG BERSTATUS MAHASISWA DI MAGELANG

This study aims to look at the effect of work motivation, time management, and work stress on the performance of part-time student workers in Magelang and provide references related to improving part-time student performance for part-time students and business owners. This study uses a quantitative methodology. 60 people were studied using a purposive sampling technique. Multiple regression analysis was performed for data analysis. The test results show that work motivation has a sizable positive impact on the performance of part-time students. Part-time student workers will be motivated to work effectively, thereby increasing their performance, if they have goals to achieve and a sense of purpose.

Examining pre-service teachers regulation in distance and traditional preschool design and technology education

The significance of adapting to a rapidly changing world is quite evident in the current day; thus, the awareness of how to teach students so that they can be ready to face challenges in the future is very important. Early education has a huge impact on the further development of children, so preschool teachers must be competent and use appropriate teaching and educational methods. In this study, the development of self-directed learning (SDL) of future preschool teachers is investigated by considering two variables, namely the type of study (full-time and part-time students) and the learning modalities caused by the COVID-19 pandemic (pre-, during and post-COVID-19 confinement). We collected data from 418 participants and analysed them using descriptive statistics, 2 × 3 factorial analysis of variance (ANOVA) and a two-step cluster analysis. The results show the status of pre-service preschool teachers' perceptions of their SDL development and how the variables influenced it. There were significant differences in the students' self-reported SDL skills, depending on the learning environment and the type of study. The status indicator helps educators identify and change the curriculum and how they work with students. It allows the faculty to highlight the positive aspects of the different educational modalities encountered, as well as the characteristics of the study types and their impact on the learning process to improve students’ SDL skills. The results of the study may help in the design of tailored metacognitive scaffolds that take into account different modalities. Further studies are needed to investigate the effectiveness of digital open learning environments that address both SDL and preschool educational practices.