EL CUESTIONARIO DE ESTILOS DE APRENDIZAJE CHAEA Y LA ESCALA DE ESTRATEGIAS DE APRENDIZAJE ACRA COMO HERRAMIENTA POTENCIAL PARA LA TUTORÍA ACADÉMICA
DOI:
https://doi.org/10.55777/rea.v5i10.965Keywords:
estilos de aprendizaje, estrategias de aprendizaje, tutoría académica, propiedades psicométricas, universitariosAbstract
Resumen
Esta investigación analiza los cuestionarios CHAEA y ACRA como potenciales herramientas que el profesor tutor puede emplear para identificar las características psicoeducativas de los alumnos tutorados que ingresan a la universidad. Los instrumentos fueron aplicados a 794 estudiantes universitarios de primer ingreso a seis licenciaturas en tres diferentes cohortes generacionales. Los resultados mostraron que ambos instrumentos tienen una alta confiabilidad y estabilidad en el tiempo; identificaron tendencias en cuanto a la preferencia en los estilos y la frecuencia de uso en las estrategias de acuerdo a las variables de género y licenciatura cursada; se observaron además relaciones bajas pero altamente significativas entre las variables estilos, estrategias y rendimiento académico.
THE LEARNING STYLES QUESTIONNAIRE CHAEA AND THE LEARNING STRATEGIES SCALE ACRA AS POTENTIAL TOOLS FOR ACADEMIC TUTORING
Abstract
This research analyzes the CHAEA questionnaire and ACRA scale as potential tools that can be used by a professor tutor in order to identify the psychoeducational features of tutored students starting college. These instruments were applied to 794 first-year college students from six degrees in three different generational cohorts. The results showed that both instruments have high reliability and stability over time; depending on the degree and gender of students, two tendencies were identified: about the preference for certain styles and the frequency in the use of learning strategies; low but highly significant relations were observed between the variables styles, strategies and school achievement.
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