Enfoques de aprendizaje en estudiantes universitarios: comparación de resultados con los cuestionarios ASSIST y R-SPQ-2F
This study compared the approaches to learning and studying of a sample of 350 Psychology students. Approaches were measured with two of the most widely used questionnaires, namely the ASSIST and the R-SPQ-2F, which were translated into Spanish. Internal validity and reliability were analysed. A cor...
| Autores: | , , , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2013 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/44436 |
| Acceso en línea: | http://hdl.handle.net/10201/44436 |
| Access Level: | acceso abierto |
| Palabra clave: | Approaches to learning Learning strategies University students Study Enfoques de aprendizaje Estrategias de aprendizaje Estudiantes universitarios Estudio |
| Sumario: | This study compared the approaches to learning and studying of a sample of 350 Psychology students. Approaches were measured with two of the most widely used questionnaires, namely the ASSIST and the R-SPQ-2F, which were translated into Spanish. Internal validity and reliability were analysed. A correlation pattern was identified in two dimensions: superficial and deep-strategic. No sex or year differences were found in the approaches to learning measured with the ASSIST, yet differences were found in the deep approach measured with the R-SPQ-2F. It may be argued that students in upper levels have more learning experience and achieve higher scorings in constructive and deep approach. Results are discussed in the light of current theories of approaches to learning and studying. |
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