SciELO - Scientific Electronic Library Online

 
vol.8 issue1INFLUENCE OF THE PROFESSION OF THE PARENTS IN THE ANXIETY TOWARDS THE MATHEMATICS AND ITS RELATION WITH ACADEMIC PERFORMANCE IN PUPILS OF SECONDARYRELEVANT AND IRRELEVANT SEDUCTIVE DETAILS IN EXPOSITORY TEXT: EFFECTS ON RECALL AND COMPREHENSION IN READERS WITH LOW PRIOR KNOWLEDGE author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Related links

Share


Ciencias Psicológicas

On-line version ISSN 1688-4221

Abstract

OSSA CORNEJO, Carlos  and  AEDO SARAVIA, Jaime. LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITY. Cienc. Psicol. [online]. 2014, vol.8, n.1, pp.79-88. ISSN 1688-4221.

The present study focused on measuring approaches to learning, self-determined learning climate, and metacognitive strategies in a sample of freshmen and seniors (4th-year) university students. Three questionnaires were used: Bigg’s Two-Factors Study Processes Questionnaire (R-SPQ-2F) (Biggs, Kember y Leung, 2001)) translated into Spanish (Recio & Cabero, 2005), the Spanish version (Matos, 2009) of Self-determined Learning Climate Scale (Williams & Deci, 1996) as well as the Inventory of Metacognitive Strategies (O’Neil & Abedi, 1996) translated into Spanish (Martínez, 2007). The results showed significant relationships between the deep learning approach, self-determined learning climate and metacognition variables, as well as, significant differences between freshmen and seniors in metacognition and deep learning approach. An analysis for the improvement of university teaching strategies is provided

Keywords : metacognition; deep learning; self-determining learning climate; university teaching.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License