Enfoques de aprendizaje en estudiantes universitarioscomparación de resultados con los cuestionarios ASSIST y R-SPQ-2F

  1. Romero Medina, Agustín 1
  2. Hidalgo Montesinos, María Dolores 1
  3. González Javier, Francisca 1
  4. Carrillo Verdejo, María Eduvigis 1
  5. Pedraja Linares, María José 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
Revista de investigación educativa, RIE

ISSN: 0212-4068 1989-9106

Year of publication: 2013

Volume: 31

Issue: 2

Pages: 375-391

Type: Article

DOI: 10.6018/RIE.31.2.151851 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista de investigación educativa, RIE

Sustainable development goals

Abstract

This study compared the approaches to learning and studying of a sample of 350 Psychology students. Approaches were measured with two of the most widely used questionnaires, namely the ASSIST and the R-SPQ-2F, which were translated into Spanish. Internal validity and reliability were analysed. A correlation pattern was identified in two dimensions: superficial and deep-strategic. No sex or year differences were found in the approaches to learning measured with the ASSIST, yet differences were found in the deep approach measured with the R-SPQ-2F. It may be argued that students in upper levels have more learning experience and achieve higher scorings in constructive and deep approach. Results are discussed in the light of current theories of approaches to learning and studying.

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