LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITY
ENFOQUES DE APRENDIZAJE, AUTODETERMINACIÓN Y ESTRATEGIAS METACOGNITIVAS EN ESTUDIANTES DE PEDAGOGÍA DE UNA UNIVERSIDAD CHILENA
| 2014 | |
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metacognición aprendizaje profundo clima de aprendizaje autodeterminado docencia universitaria metacognition deep learning self-determining learning climate university teaching |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1042
https://hdl.handle.net/10895/2953 |
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| Acceso abierto |
| Sumario: | 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. |
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