Learning strategies in excellent and average university students. Their evolution over the first year of the career

Abstract

The aim of this paper was to analyze the evolution of learning strategies of two groups of students, excellent and average, from 11 degrees of the UPV (Valencia/Spain) in their freshman year. We used the CEVEAPEU questionnaire. The results confirmed the availability of better strategies of excellent students and also the existence of evolutionary patterns in which affective-emotional strategies decrease, such as value of the task or internal attributions, and that others increase, such as extrinsic motivation and external attributions. It seems that the student does not meet your expectations in the new context and professors have important responsibilities. ResumenEl objetivo de este trabajo era analizar la evolución de las estrategias de aprendizaje de estudiantes excelentes y medios de 11 titulaciones de la UPV (Valencia), en su primer año. Los alumnos contestaron el cuestionario CEVEA-PEU en tres momentos. Los resultados constataron mejores estrategias en los estudiantes excelentes. También confirmaron patrones evolutivos en que estrategias afectivoemotivas relevantes disminuyen, como valor de la tarea o atribuciones internas, y se incrementan otras, como motivación extrínseca y atribuciones externas. Parece que el estudiante no satisface sus expectativas en el proceso de adaptación al nuevo contexto y ahí los profesores tienen responsabilidades ineludibles.

Exploring Student Teachers’ Learning Strategies and the Relationship With Academic Achievement and Demographic Variables

“…Research had already highlighted this issue (Camarero et al, 2000;Gargallo, 2006) and further investigation should include other degree programs to confirm this pattern. Finally, as Gargallo (2012) and Salazar & Heredia (2019) had already pointed out, the use of learning strategies evolves throughout the years. The present study showed greater use of learning strategies by second-year students compared to first-year students.…”

“…For instance, Gargallo (2006) and Juárez et al (2016) concluded that students with higher academic performance use more learning strategies, especially those related to information search, selection and processing, and metacognitive and context control strategies. Likewise, research has shown that students enrolled in different degree programs seem to use different learning strategies (Camarero et al, 2000;Gargallo, 2006) and they use more effective strategies throughout the years of study (Camarero et al, 2000;Gargallo, Almerich, Suárez-Rodríguez, & García-Félix, 2012). Other studies have found differences in the strategic learning of male and female students (Ghiasvand, 2010;Rossi Casé et al, 2010).…”

Learning strategies: differences according to year of study in undergraduate psychology students and Master’s students /Estrategias de aprendizaje: diferencias por curso académico en estudiantes universitarios de psicología y máster

“…In this sense, the findings suggest that promoting or intervening to improve the strategic profile of university students should focus, above all, on meta-cognitive strategies and those related to awareness and regulation of the affective components involved in learning processes, since these are the ones students report lower usage of. In fact, previous studies have consistently established that meta-cognitive strategies have a positive and significant effect on academic performance (Camarero et al, 2000;Cano & Justicia, 1993;Gargallo, Almerich, Suárez-Rodríguez, & García-Félix, 2012).…”

“…En este sentido, los hallazgos sugieren que para promover o intervenir en la mejora del perfil estratégico de los estudiantes universitarios debe incidirse, sobre todo, en las estrategias meta-cognitivas y las relacionadas con el conocimiento y la regulación de los componentes afectivos implicados en el proceso de aprendizaje, dado que éstas son las que relativamente en menor medida dice utilizar el alumnado. De hecho, estudios previos han establecido de forma consistente que las estrategias meta-cognitivas influyen de forma positiva y significativa en el rendimiento académico (Camarero et al, 2000;Cano & Justicia, 1993;Gargallo, Almerich, Suárez-Rodríguez, & García-Félix, 2012).…”

Grasha–Riechmann student learning style scales: an Argentinian version

“…Psychology examines learning by analysing variables such as academic motivation, self-efficacy, learning strategies, learning approaches and learning styles (Çetin, 2015; Gargallo et al ., 2012; Illahi and Khandai, 2015; McLaughlin and Durrant, 2016; Pérez et al ., 2013; Pexoto et al ., 2012; Rodríguez et al , 2019; Warden and Myers, 2017). This study addresses the matter of learning styles.…”