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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| Formato: | article |
| Idioma: | espanhol |
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2014
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| Acesso em linha: | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1042 https://hdl.handle.net/10895/5341 |
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| _version_ | 1868890109631266816 |
|---|---|
| author | Ossa Cornejo, Carlos |
| author2 | Aedo Saravia, Jaime |
| author2_role | author |
| author_browse | Aedo Saravia, Jaime Ossa Cornejo, Carlos |
| author_facet | Ossa Cornejo, Carlos Aedo Saravia, Jaime |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Ossa Cornejo, Carlos Aedo Saravia, Jaime |
| dc.date.none.fl_str_mv | 2014-05-30 2025-12-22T16:34:12Z 2025-12-22T16:34:12Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1042 10.22235/cp.v8i1.1042 https://hdl.handle.net/10895/5341 |
| dc.language.none.fl_str_mv | spa |
| dc.publisher.none.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1042/1030 |
| dc.rights.none.fl_str_mv | Derechos de autor 2014 Universidad Católica del Uruguay http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | Ciencias Psicológicas; 2014; Volumen 8 (1); 79-88 Ciencias Psicológicas; 2014; Volumen 8 (1); 79-88 Ciencias Psicológicas; 2014; Volumen 8 (1); 79-88 1688-4221 10.22235/cp.v8i1 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.subject.none.fl_str_mv | metacognición aprendizaje profundo clima de aprendizaje autodeterminado docencia universitaria metacognition deep learning self-determining learning climate university teaching |
| dc.title.none.fl_str_mv | 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 |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/publishedVersion |
| description | 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. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | anni_7faa065512edd0c1cdcdc99be27ef8f9 |
| identifier_str_mv | 10.22235/cp.v8i1.1042 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | anni |
| network_name_str | oai-lr-anni |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/5341 |
| publishDate | 2014 |
| publishDateSort | 2014 |
| publisher.none.fl_str_mv | Universidad Católica del Uruguay |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | Derechos de autor 2014 Universidad Católica del Uruguay http://creativecommons.org/licenses/by/4.0 |
| spelling | LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITYENFOQUES DE APRENDIZAJE, AUTODETERMINACIÓN Y ESTRATEGIAS METACOGNITIVAS EN ESTUDIANTES DE PEDAGOGÍA DE UNA UNIVERSIDAD CHILENAOssa Cornejo, CarlosAedo Saravia, Jaimemetacogniciónaprendizaje profundoclima de aprendizaje autodeterminadodocencia universitariametacognitiondeep learningself-determining learning climateuniversity teachingThe 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.Se realiza un estudio centrado en la medición de enfoques de aprendizaje, clima para el aprendizaje autodeterminado, y estrategias metacognitivas en estudiantes universitarios de pedagogía de primer y cuarto año. Tres fueron los cuestionarios utilizados: el cuestionario de procesos de estudio de dos factores revisado (R-SPQ-2F) de Biggs, (Biggs, Kember y Leung, 2001) traducido al español por Recio y Cabero (2005); la versión en español (Matos, 2009) del cuestionario Clima de aprendizaje autodeterminado (Williams y Deci, 1996), y el Inventario de estrategias metacognitivas (O’Neil y Abedi, 1996) traducido al español por Martínez (2007). Los resultados mostraron relaciones estadísticamente significativas tanto entre las variables enfoque de aprendizaje profundo, clima de aprendizaje autodeterminado y metacognición, como diferencias significativas entre los estudiantes de primer y cuarto año entre las variables metacognición y enfoque de aprendizaje profundo. Se hace un análisis de las implicancias para el mejoramiento de la docencia universitaria.Universidad Católica del Uruguay2014-05-302025-12-22T16:34:12Z2025-12-22T16:34:12Zinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/104210.22235/cp.v8i1.1042https://hdl.handle.net/10895/5341Ciencias Psicológicas; 2014; Volumen 8 (1); 79-88Ciencias Psicológicas; 2014; Volumen 8 (1); 79-88Ciencias Psicológicas; 2014; Volumen 8 (1); 79-881688-422110.22235/cp.v8i1reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayspahttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1042/1030Derechos de autor 2014 Universidad Católica del Uruguayhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:liberi.ucu.edu.uy:10895/53412026-06-16T06:51:37Z |
| spellingShingle | LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITY Ossa Cornejo, Carlos metacognición aprendizaje profundo clima de aprendizaje autodeterminado docencia universitaria metacognition deep learning self-determining learning climate university teaching |
| status_str | publishedVersion |
| title | LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITY |
| title_full | LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITY |
| title_fullStr | LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITY |
| title_full_unstemmed | LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITY |
| title_short | LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITY |
| title_sort | LEARNING APPROACHES, METACOGNITIVE STRATEGIES AND SELF-DETERMINING IN PEDAGOGY STUDENTS OF A CHILEAN UNIVERSITY |
| topic | metacognición aprendizaje profundo clima de aprendizaje autodeterminado docencia universitaria metacognition deep learning self-determining learning climate university teaching |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1042 https://hdl.handle.net/10895/5341 |