Relación de los estilos y estrategias de aprendizaje con el rendimiento académico en estudiantes universitarios
DOI:
https://doi.org/10.55777/rea.v9i17.1054Keywords:
estilos de aprendizaje, estrategias de aprendizaje, rendimiento académico, CHAEA, CEVEAPEU.Abstract
Esta investigación analiza el uso de estilos y estrategias de aprendizaje que utilizan estudiantes universitarios y su relación con el rendimiento académico. Las hipótesis de investigación se contrastan en función del análisis inferencial y discriminante con una muestra de 516 estudiantes universitarios quienes respondieron a los cuestionarios CHAEA y CEVEAPEU. Los resultados indican diferencias significativas con relación a un mayor rendimiento académico por parte de los alumnos cuya preferencia es mayor por los estilos de aprendizaje reflexivo y teórico y por utilizar con una mayor frecuencia estrategias de aprendizaje. El análisis discriminante indica que las variables clasificatorias que mejor predicen la pertenencia a un grupo de la variable rendimiento académico son: la preferencia de los estilos reflexivo y teórico, así como el empleo de las estrategias de Búsqueda, selección y Procesamiento de la información, las estrategias Metacognitivas y de Control de contexto.Downloads
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