Bibliographic Details
| Title: |
LA INCIDENCIA DE LOS ESTILOS DE APRENDIZAJE EN LA PERMANENCIA ACADÉMICA DEL ALUMNADO UNIVERSITARIO. |
| Authors: |
ÁLVAREZ-PÉREZ, PEDRO RICARDO1 palvarez@ull.edu.es, GONZÁLEZ-BENÍTEZ, NICOLE2 ngonzalb@ull.edu.es, LÓPEZ-AGUILAR, DAVID3 dlopez@ull.edu.es |
| Source: |
Revista Mexicana de Investigación Educativa. 2026, Vol. 31 Issue 110, p795-818. 24p. |
| Subject Terms: |
*School dropout prevention, *Student attrition, *Reflective learning, *Metacognition, *Educational programs, *College students, *Tutors & tutoring, *Cognitive styles |
| Abstract (English): |
This study analyzes the incidence of learning styles on the intention to drop out of university. A sample of 967 students from the University of La Laguna, Spain, participated in the study by completing a questionnaire. The results show that students who adopt in-depth and metacognitive learning approaches are less likely to drop out, as they seek to understand and reflect on the course content. The study concludes that these learning styles should be reinforced through educational programs and tutoring initiatives that promote deeper and more reflective learning. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
En este estudio se analiza la incidencia de los estilos de aprendizaje en la intención de abandono universitario. Participó una muestra de 967 estudiantes de la Universidad de La Laguna, España, a la que se le administró un cuestionario. Los resultados evidencian que quienes adoptan un aprendizaje profundo y metacognitivo tienen menor intención de interrumpir sus estudios, pues buscan comprender y reflexionar sobre los contenidos. Se concluye que es necesario reforzar estos estilos mediante programas educativos y tutorías que fomenten un aprendizaje más profundo y reflexivo. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
