LA INCIDENCIA DE LOS ESTILOS DE APRENDIZAJE EN LA PERMANENCIA ACADÉMICA DEL ALUMNADO UNIVERSITARIO.
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| Title: | LA INCIDENCIA DE LOS ESTILOS DE APRENDIZAJE EN LA PERMANENCIA ACADÉMICA DEL ALUMNADO UNIVERSITARIO. |
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| 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] |
| Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa 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: 196179506 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: LA INCIDENCIA DE LOS ESTILOS DE APRENDIZAJE EN LA PERMANENCIA ACADÉMICA DEL ALUMNADO UNIVERSITARIO. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22ÁLVAREZ-PÉREZ%2C+PEDRO+RICARDO%22">ÁLVAREZ-PÉREZ, PEDRO RICARDO</searchLink><relatesTo>1</relatesTo><i> palvarez@ull.edu.es</i><br /><searchLink fieldCode="AR" term="%22GONZÁLEZ-BENÍTEZ%2C+NICOLE%22">GONZÁLEZ-BENÍTEZ, NICOLE</searchLink><relatesTo>2</relatesTo><i> ngonzalb@ull.edu.es</i><br /><searchLink fieldCode="AR" term="%22LÓPEZ-AGUILAR%2C+DAVID%22">LÓPEZ-AGUILAR, DAVID</searchLink><relatesTo>3</relatesTo><i> dlopez@ull.edu.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Mexicana+de+Investigación+Educativa%22">Revista Mexicana de Investigación Educativa</searchLink>. 2026, Vol. 31 Issue 110, p795-818. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+dropout+prevention%22">School dropout prevention</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attrition%22">Student attrition</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+styles%22">Cognitive styles</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=196179506 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.66708/rmie.v31i110.2047 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 24 StartPage: 795 Subjects: – SubjectFull: School dropout prevention Type: general – SubjectFull: Student attrition Type: general – SubjectFull: Reflective learning Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Educational programs Type: general – SubjectFull: College students Type: general – SubjectFull: Tutors & tutoring Type: general – SubjectFull: Cognitive styles Type: general Titles: – TitleFull: LA INCIDENCIA DE LOS ESTILOS DE APRENDIZAJE EN LA PERMANENCIA ACADÉMICA DEL ALUMNADO UNIVERSITARIO. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: ÁLVAREZ-PÉREZ, PEDRO RICARDO – PersonEntity: Name: NameFull: GONZÁLEZ-BENÍTEZ, NICOLE – PersonEntity: Name: NameFull: LÓPEZ-AGUILAR, DAVID IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14056666 Numbering: – Type: volume Value: 31 – Type: issue Value: 110 Titles: – TitleFull: Revista Mexicana de Investigación Educativa Type: main |
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