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LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITY

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...

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Main Author: Ossa Cornejo, Carlos (author)
Other Authors: Aedo Saravia, Jaime (author)
Format: article
Language:Spanish
Published: 2014
Subjects:
metacognición
aprendizaje profundo
clima de aprendizaje autodeterminado
docencia universitaria
metacognition
deep learning
self-determining learning climate
university teaching
Online Access:https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1042
https://hdl.handle.net/10895/5341
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Summary: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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