Enfoques de aprendizaje y perspectiva temporal: persistencia en estudiantes universitarios

Zamora, Ángela; Flores, Javier Gil; Gutiérrez, Manuel Rafael de Besa

doi:10.5944/educxx1.25552

Cited by 7 publications

(4 citation statements)

References 42 publications

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“…Studies have verified the association between academic achievement and learning approaches: Whilst it resulted positive for the Deep and Strategic types, it was found negative for the Surface one (Biggs et al, 2001; De la Fuente et al, 2020; Sam, 2020; Zamora-Menéndez et al, 2020).…”

Section: Learning Approachesmentioning

confidence: 94%

Learning Approaches: Cross-Cultural Differences (Spain–Argentina) and Academic Achievement in College Students

Hoffmann

Romero-Medina

et al. 2023

Span. J. Psychol.

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Learning approaches describe the students’ degree of cognitive commitment to learning in diverse types of academic tasks and educational environments. Even though from a micro-level perspective different profiles of approaches have been identified in high-achievement undergraduates attending several majors, such profiles have not been examined from a macro-level approach in terms of distinct educational cultures. Therefore, the research involved two studies conducted on undergraduates from Argentina and Spain: The first one was aimed at analyzing the psychometric features of the Approaches and Study Skills Inventory for Students (ASSIST) whereas the second was focused on examining the learning approaches profiles of high and low achievers attending the same major (Psychology) in two different educational cultures (Spain and Argentina). The scale’s original internal structure, examined on a sample of 400 participants (50% Spanish), was verified except for one item, which was fatherly eliminated. The resulting structure was tested and proven verified in a new sample (N = 1,334; 58.3% Spanish) by confirmatory factor analysis, factorial invariance, and internal consistency studies. External validity evidence was examined as well. Additionally, norms to be used in the professional field were calculated. Profiles of learning approaches by academic achievement from each country were examined by latent class analysis. In both cases, high achievers reported higher and more frequent use of the Deep and Strategic approaches and lower and less frequent usage of the Surface one. Further studies should replicate these analyses in undergraduates attending other majors in order to test the hypothesis sustaining these findings’ generalization.

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Section: Learning Approachesmentioning

confidence: 94%

Learning Approaches: Cross-Cultural Differences (Spain–Argentina) and Academic Achievement in College Students

Hoffmann

Romero-Medina

et al. 2023

Span. J. Psychol.

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“…The studies analyzed conclude that the causes of university dropout are related to the students' previous educational background, their demographic characteristics, socio-economic level, time at university and academic failure, the use of unsuitable learning methodologies, some characteristics of the degrees studied, and the shortage of scholarships. Zamora et al, 2020 University of Seville (Not specified) Students with a deep approach to learning and a positive view of their future are more likely to persist in their studies than students with a superficial approach to learning and a negative outlook on the future. Causes of academic dropout in Spain.…”

Section: áLvarez 2021 University Of Granada Education and Sport Sciencesmentioning

confidence: 99%

Causes of academic dropout in higher education in Andalusia and proposals for its prevention at university: A systematic review

et al. 2023

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IntroductionOne of the main problems facing the university system is the high student dropout rate due to a number of variables, accentuated by the COVID-19 pandemic. This is a problem not only in Spanish universities but is prevalent worldwide. It is therefore important to understand and analyze the underlying reasons for dropout so that it can be addressed and mechanisms implemented to limit dropout in higher education to the greatest extent possible.MethodA systematic review was carried out summarizing the results of studies and reports on university dropout in Spain and specifically in the universities of the Autonomous Community of Andalusia. The review was conducted in accordance with the PRISMA statement by searching the scientific databases Scopus and Web of Science, limiting the search to articles published between 2010 and 2022.ResultsThe main publications in both Spain and the Autonomous Community of Andalusia were identified. The review included the main causes of university dropout indicated in each of the selected studies and the proposals to reduce it, including educational policies, the rise of distance education, academic failure in basic educational stages, and social, personal, psychological, and economic variables.ConclusionThere is a lack of research on university dropout, with only 25% of Spanish universities having carried out research on this subject in the last 12 years. The studies analyzed conclude that the most frequent causes of university dropout are associated with low academic performance, poor social support in the new academic environment, low socio-economic status, pessimism, and lack of motivation, together with other less significant factors such as poor relationships with teachers, lack of vocation, work incompatibility, and previous academic performance. Further research on the causes of university dropout and its prevention is needed both before university entrance, by providing meaningful information to secondary school students, and during the university stay, through institutional and teaching policies that improve family support and social roots, produce positive academic experiences, favor associationism, and encourage activities that improve planning and time management, together with cognitive learning strategies, motivational strategies and the use of advanced learning materials [such as Information and Communication Technology (ICT) tools].

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“…Bajo este enfoque, la PTF es indispensable para la motivación y el éxito académico. Por ejemplo, en un estudio de Zamora-Menéndez, et al (2020), encontraron un efecto positivo de la PTF sobre la persistencia académica de estudiantes españoles (β = .26; p < .05), sugiriendo, que aquellos orientados mayormente al futuro tienen más probabilidad de persistir en sus estudios, en comparación con sus pares orientados al presente.…”

Section: Educaciónunclassified

Perspectiva temporal: Una revisión sistematizada de su relación empírica con factores socioeconómicos y psicológicos

Berkowitz

Álvarez

2021

RPCC

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Existe un creciente interés por el constructo perspectiva temporal (PT), el cual describe la influencia de marcos temporales en la cognición y el comportamiento. Se ha planteado que la PT se relaciona con el estatus socioeconómico. Donde una orientación al futuro influye en el manejo de finanzas personales, mayores logros educativos y mejor cuidado de la salud; no obstante, participantes bajo esta orientación suelen reportar bajos niveles de felicidad y satisfacción. En contraste, la orientación al presente se vincula con ingresos bajos, menor nivel educativo y cuidado deficiente de la salud, pero mayor felicidad y satisfacción. El objetivo del artículo es mostrar evidencia científica, mediante una revisión sistematizada, acerca de la relación entre PT y factores socioeconómicos y psicológicos, durante el periodo 1999 – 2020. Con ello se busca analizar el papel que juega la PT para el funcionamiento humano. Los resultados muestran una alta producción en el número de publicaciones. Finalmente, se discuten los alcances teóricos y metodológicos.

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Enfoques de aprendizaje y perspectiva temporal: persistencia en estudiantes universitarios

Cited by 7 publications

References 42 publications

Learning Approaches: Cross-Cultural Differences (Spain–Argentina) and Academic Achievement in College Students

Learning Approaches: Cross-Cultural Differences (Spain–Argentina) and Academic Achievement in College Students

Causes of academic dropout in higher education in Andalusia and proposals for its prevention at university: A systematic review

Perspectiva temporal: Una revisión sistematizada de su relación empírica con factores socioeconómicos y psicológicos

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