RELACIÓN ENTRE ESTILOS DE APRENDIZAJE Y ESTILOS DE PENSAMIENTO DE PROFESORES UNIVERSITARIOS
DOI:
https://doi.org/10.55777/rea.v6i11.973Keywords:
Estilos de Aprendizaje, Estilos de Pensamiento, Profesores UniversitariosAbstract
Resumen
El estudio midió la relación entre los estilos de aprendizaje y los estilos de pensamiento de los profesores de tiempo completo de la Universidad Tamaulipeca. Se seleccionó una muestra intencional conformada por los 37 profesores de tiempo completo aplicándoles, durante mayo-agosto de 2011, el Cuestionario Honey-Alonso de Estilos de Aprendizaje y el Inventario de Estilos de Pensamiento de Sternberg-Wagner. Los resultados indican que no existe correlación significativa entre las dos variables; presentándose entre los estilos pragmático-interno una r = 0.592 como el índice más alto (correlación moderada). Según la suma de las preferencias “muy alta” y “alta”, el estilo de aprendizaje predominante es el teórico (75.6%), y los estilos de pensamiento predominantes son: judicial (89.2%) y ejecutivo (78.4%); jerárquico (64.8%) y anárquico (64.8%); local (81.1%); externo (62.1%) y conservador (75.7%). Tampoco hay diferencias significativas, en dichas preferencias, por la afiliación, género, formación profesional y antigüedad laboral.
RELATIONSHIP BETWEEN LEARNING STYLES AND THINKING STYLES OF UNIVERSITY TEACHERS
Abstract
The study measured the relationship between learning styles and thinking styles of full-time teachers of the Universidad Tamaulipeca. An intentional sample was made up of 37 full-time teachers applying, during May-August 2011, the Honey-Alonso Learning Styles Questionnaire and the Sternberg-Wagner Thinking Styles Inventory. The results indicate that there is no significant correlation between the two variables; appearing between styles pragmatic-internal one r = 0.592 like the highest rate (moderate correlation). According with the preferences sum “very high” and “high”, the predominant learning style is the theoretical (75.6%), and the predominant thinking styles are: judicial (89.2%) and executive (78.4%); hierarchical (64.8%) and anarchic (64.8%); local (81.1%); external (62.1%) and conservative (75.7%). There are also no significant differences by affiliation, gender, training and seniority.
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