Abridged ACRA Scale of Learning Strategies for University Students. – – Electronic Escalas de Estrategias de Aprendizaje [ACRA. Learning Strategy. Pereira S, Ramirez J. Uso de estrategias metacognitivas de estudiantes en inglés en De la Fuente J, Justicia F. Escala de estrategias de aprendizaje ACRA. Evaluación de estrategias de aprendizaje mediante la escala ACRA abreviada para estudiantes universitarios. Palabras clave: Estrategias de.
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Acute angles indicate a strong relationship; straight angles indicate independence between both aspects; and obtuse angles indicate an inverse relationship.
In this new composition of the scale, 19 items were related to cognitive strategies, 23 to metacognitive strategies, and 7 were of the dysfunctional metacognitive type, the latter group having its score inverted. We observed that the LS that contribute most to form the first axis are cognitive and control strategies and estratsgias habits strategies, except for the 22—23 year age group in which cognitive and control strategies exert more influence on the second axis.
Cognitive and control strategies have low clarity and repair values. Understanding and facilitating self-regulated help seeking. Our results are partially consistent with the findings of this study.
Psychometric Studies of the Learning Strategies Scale for University Students
E-PSI, 4 1 In the Portuguese adaptation, performed by Figueiraits items were escalz to 50 and separated into only two major factors. Implicit theories and ability emotional intelligence. Factor 3, Social regulation Strategies, was composed of four items 16, 28, 32, and 33 with saturation ranging between. New Directions for Teaching and Learning, Sign in Create an account.
Abstract retrieved from http: The points that represent the different LS, and which projections over the vector dimension-PEI are closer to the end of the arrow are taken to indicate that they have higher percentages with respect to that dimension. For the female participants, we observed that both cognitive and control strategies and support strategies show apgendizaje values for emotional attention and low values for study habits, which are related to repair.
We next present gender differences in the studied variables. Despite these limitations, this study has shown a relationship between PEI and LS, whilst also distinguishing between the impact of each dimension of the PEI attention, clarity, and emotional regulation on each type of LS cognitive and learning control, support, and studying habitsand showing that there are gender differences in these relationships.
This instrument was designed to assess how people reflect upon their moods and provides an indicator of the levels of perceived EI. However, some studies concerning the relationship between PEI and LS with Spanish speaking participants have found a more complex pattern of results.
Our work also has some limitations. This technique also allows us to characterize data more precisely since it jointly analyses all the dimensions of the LS rather than using qcra analyses as in the regression analysis. Psico, 42 1 Write down in full the explanations of the teacher.
Edit this record Mark as duplicate Export citation Find it on Scholar Request removal from index Translate to english Revision history. The aim was to construct items that would strengthen all the cognitive dstrategias metacognitive strategy categories. Values view since the use of learning objects in distance learning. A review of the research literature 2nd ed.
Regarding the LS, we observed that those that contribute most to form the first axis are cognitive and control strategies and study habits strategies in the female participants. Nevertheless, sometimes problems with data can generate confusion in the interpretation of analyses.
As identified by Boruchovitch and Santosit is evident that the diversity in the nomenclature of learning strategies is more terminological than semantic.
It is expected that this study can contribute for a better rstrategias of Learning Strategies, in our context, by broadening the discussion of problems regarding their measurement and unveiling the complexity of an important dimension of self-regulated learning, particularly in a historical moment in which the educational context increasingly requires the students to have the ability to make quick, efficient and conscious decisions as well as to regulate their own learning process.
Control your anxiety in evaluation situations. Table 6 Relative contributions of the first two factors to Learning Strategies. The 20—21 and older than 24 years age groups behaved similarly. We used a multi-stage sampling method. Social significance of a virtual apeendizaje for the teaching and learning of descriptive Statistics in Medicine degree course.
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Content analysis of the items allowed them to initially be grouped into three general subscales: