ENFOQUES DE APRENDIZAJE DEL ALUMNADO UNIVERSITARIO EN FUNCIÓN DE LOS CONTEXTOS DE AULA Y CURSO.
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| Title: | ENFOQUES DE APRENDIZAJE DEL ALUMNADO UNIVERSITARIO EN FUNCIÓN DE LOS CONTEXTOS DE AULA Y CURSO. |
|---|---|
| Alternate Title: | HIGHER EDUCATION STUDENT'S APPROACHES TO LEARNING ACCORDING TO THEIR PERCEPTION OF THE CONTEXT OF COURSE AND CLASSROOM. |
| Authors: | Goikoetxea Piérola, Javier1, de Lahidalga, Iker Ros Martínez1, Buján Vidales, Karmele1 |
| Source: | Contextos Educativos. 2014, Vol. 17, p9-21. 13p. |
| Subject Terms: | *Research, *College students, *Context effects (Psychology), *Learning, *Classroom environment, Psychology |
| Abstract (English): | The objective of this research was to analyze the relationship between the perception of teaching and learning classroom contexts and perception of course context with approaches to learning for college students. These influences are contrasted by degree, campus and courses. The sample is composed by 524 students of first and second year of Infant and Primary Education, Nursing and Polytechnics of Alava and Guipuzcoa campus. Used scales are the R-SPQ-2F (Biggs, Kember y Leung, 2001) to measure the student's approaches to learning and the subscales of general Questionnaire of Teaching's and Learning's Strategies (TS-LSQ) (San Fabián, Argós, Goikoetxea, 2009; Goikoetxea, Aramendi, Bujan, Rekalde y Ros, 2010) to measure the classroom's context and current context. The study served to confirm the importance of two contextual variables poorly studied until now, the classroom context and the context of course, and its relations with the learning approach of university students. The classroom context is a variable that differentiates between degrees and also is related to significant variations with deep and surface approaches of students. The variable context of course is manifested as a specific variable of degree: the most significant differences for this variable are between the same students when they are in first or second year of career. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El objetivo del estudio ha sido analizar la influencia de la percepción del contexto de enseñanza y aprendizaje de aula y la de contexto de curso en los enfoques de aprendizaje de los estudiantes universitarios por titulaciones, campus y cursos. La muestra está compuesta por 524 estudiantes de primer y segundo curso de Magisterio, Enfermería y Escuelas Politécnicas de Álava y Guipúzcoa. Las escalas utilizadas fueron: el R-SPQ-2F (Biggs, Kember y Leung, 2001) para medir los enfoques de aprendizaje, y las subescalas de Estrategias Docentes y de Aprendizaje (GEDA) (San Fabián, Argós, Goikoetxea, 2009; Goikoetxea, Aramendi, Bujan, Rekalde y Ros, 2010) para medir los contextos de aula y de curso. El estudio sirvió para confirmar la importancia de dos variables contextuales poco estudiadas hasta ahora, el contexto del aula y el contexto de curso, y sus relaciones con el enfoque de aprendizaje de los estudiantes universitarios. El contexto del aula es una variable que se diferencia entre los grados y también se relaciona con variaciones significativas en los enfoques profundos y superficiales de los estudiantes. El contexto de curso se manifiesta como una variable específica de grado: las diferencias más significativas para esta variable se dan entre los mismos estudiantes cuando están en el primer o segundo año de la carrera. [ABSTRACT FROM AUTHOR] |
| Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 101865519 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: ENFOQUES DE APRENDIZAJE DEL ALUMNADO UNIVERSITARIO EN FUNCIÓN DE LOS CONTEXTOS DE AULA Y CURSO. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: HIGHER EDUCATION STUDENT'S APPROACHES TO LEARNING ACCORDING TO THEIR PERCEPTION OF THE CONTEXT OF COURSE AND CLASSROOM. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Goikoetxea+Piérola%2C+Javier%22">Goikoetxea Piérola, Javier</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22de+Lahidalga%2C+Iker+Ros+Martínez%22">de Lahidalga, Iker Ros Martínez</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Buján+Vidales%2C+Karmele%22">Buján Vidales, Karmele</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contextos+Educativos%22">Contextos Educativos</searchLink>. 2014, Vol. 17, p9-21. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Context+effects+%28Psychology%29%22">Context effects (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The objective of this research was to analyze the relationship between the perception of teaching and learning classroom contexts and perception of course context with approaches to learning for college students. These influences are contrasted by degree, campus and courses. The sample is composed by 524 students of first and second year of Infant and Primary Education, Nursing and Polytechnics of Alava and Guipuzcoa campus. Used scales are the R-SPQ-2F (Biggs, Kember y Leung, 2001) to measure the student's approaches to learning and the subscales of general Questionnaire of Teaching's and Learning's Strategies (TS-LSQ) (San Fabián, Argós, Goikoetxea, 2009; Goikoetxea, Aramendi, Bujan, Rekalde y Ros, 2010) to measure the classroom's context and current context. The study served to confirm the importance of two contextual variables poorly studied until now, the classroom context and the context of course, and its relations with the learning approach of university students. The classroom context is a variable that differentiates between degrees and also is related to significant variations with deep and surface approaches of students. The variable context of course is manifested as a specific variable of degree: the most significant differences for this variable are between the same students when they are in first or second year of career. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: El objetivo del estudio ha sido analizar la influencia de la percepción del contexto de enseñanza y aprendizaje de aula y la de contexto de curso en los enfoques de aprendizaje de los estudiantes universitarios por titulaciones, campus y cursos. La muestra está compuesta por 524 estudiantes de primer y segundo curso de Magisterio, Enfermería y Escuelas Politécnicas de Álava y Guipúzcoa. Las escalas utilizadas fueron: el R-SPQ-2F (Biggs, Kember y Leung, 2001) para medir los enfoques de aprendizaje, y las subescalas de Estrategias Docentes y de Aprendizaje (GEDA) (San Fabián, Argós, Goikoetxea, 2009; Goikoetxea, Aramendi, Bujan, Rekalde y Ros, 2010) para medir los contextos de aula y de curso. El estudio sirvió para confirmar la importancia de dos variables contextuales poco estudiadas hasta ahora, el contexto del aula y el contexto de curso, y sus relaciones con el enfoque de aprendizaje de los estudiantes universitarios. El contexto del aula es una variable que se diferencia entre los grados y también se relaciona con variaciones significativas en los enfoques profundos y superficiales de los estudiantes. El contexto de curso se manifiesta como una variable específica de grado: las diferencias más significativas para esta variable se dan entre los mismos estudiantes cuando están en el primer o segundo año de la carrera. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18172/con.2590 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 13 StartPage: 9 Subjects: – SubjectFull: Research Type: general – SubjectFull: College students Type: general – SubjectFull: Context effects (Psychology) Type: general – SubjectFull: Learning Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Psychology Type: general Titles: – TitleFull: ENFOQUES DE APRENDIZAJE DEL ALUMNADO UNIVERSITARIO EN FUNCIÓN DE LOS CONTEXTOS DE AULA Y CURSO. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Goikoetxea Piérola, Javier – PersonEntity: Name: NameFull: de Lahidalga, Iker Ros Martínez – PersonEntity: Name: NameFull: Buján Vidales, Karmele IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 1575023X Numbering: – Type: volume Value: 17 Titles: – TitleFull: Contextos Educativos Type: main |
| ResultId | 1 |
