Estrategias de aprendizaje y rendimiento académico en estudiantes universitarios
- Autores: Eduardo Martín Cabrera, Luis Alberto García García, Teresa Rodríguez Blanco
- Localización: International journal of psychology and psychological therapy, ISSN 1577-7057, Vol. 8, Nº. 3, 2008, págs. 401-412
- Idioma: español
- Enlaces
- Dialnet Métricas: 31 Citas
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Resumen
In this study, we analysed the relationship between the use of learning strategies and academic achievement using three different indicators: The attempt rate (credits attempted over credits registered for), the efficiency rate (credits passed over credits registered for), and success rate (credits passed over credits attempted). The results obtained from a sample of 749 university students show differences according to the indicator used. Whereas the attempt and efficiency rate are related to the use of strategies that promote self-regulated learning, the success rate, as well as being related to these strategies, is also related to a deeper cognitive processing and the search for the applicability of the material being studied. These results are discussed in connection with previous research and their implication for university teaching.
