Estudio de los enfoques de aprendizaje en estudiantes universitarios de ciencias sociales y ciencias de la salud de la Universidad de Salamanca. Una visión multivariante a través de manova-biplot

  1. Zárate Santana, Zaira Jazmín 1
  2. Sánchez García, Ana Belén 1
  3. Patino Alonso, María Carmen 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Zeitschrift:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Datum der Publikation: 2020

Titel der Ausgabe: CRECIMIENTO PSICOLÓGICO Y AFRONTAMIENTO DE LA MADUREZ

Ausgabe: 2

Nummer: 1

Seiten: 93-102

Art: Artikel

DOI: 10.17060/IJODAEP.2020.N1.V2.1814 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Zusammenfassung

Several studies have contributed to promoting research on learning approaches at the university level. The approach taken by the students can be surface or deep and can change depending on different contextual variables. The main goal of this work was to study the type of learning approach presented by students from the areas of Social and Legal Sciences and Health Sciences at the University of Salamanca. The samples under study were 518 students from the area of Social and Legal Sciences and 300 students from Health Sciences. The R-SPQ-2F questionnaire was analyzed and the differences between the learning approaches and the areas of knowledge studied were measured using the Mann-Whitney U test for independent samples. To visualize the relationships between learning approaches and knowledge areas, the Manova-Biplot multivariate analysis was carried out. The findings found that the deep approach and superficial approach are practically independent. The deep approach predominates in the area of Health Sciences and there are significant differences in this approach between students from Health Sciences and students from Social and Legal Sciences.

Bibliographische Referenzen

  • Beyazta , D.I, & Senemo lu, N. (2015). Learning Approaches of Successful Students and Factors Affecting Their Learning Approaches. Egitim ve Bilim, 40(179), 193-216. https://doi.org/10.15390/EB.2015.4214
  • Biggs, J. B. (1987). Study process questionnaire manual. Australian Council for Educational Research.
  • Biggs, J. B. (1988). Assessing student approaches to learning. Australian Psychologist, 23(2), 197–206. https://doi.org/10.1080/00050068808255604
  • Biggs, J. B. (1991). Approaches to learning in secondary and tertiary students in Hong Kong. Educational Research Journal, 6, 27–39.
  • Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133–149. https://doi.org/10.1348/000709901158433
  • Chin, C., & Brown, D. E. (2000). Learning in Science: A Comparison of Deep and Surface Approaches. Journal of Research in Science Teaching, 37(2), 109–138. https://doi.org/10.1002/(SICI)1098-2736(200002)37:2<109::AID-TEA3>3.0.CO;2-7
  • Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problembased learning: a review of the literature. Advances in Health Sciences Education, 21(5), 1087–1112. https://doi.org/10.1007/s10459-015-9645-6
  • Duff, A., & McKinstry, S. (2007). Students’ Approaches to Learning. Issues in Accounting Education, 22(2), 183–214. https://doi.org/10.2308/iace.2007.22.2.183
  • Freiberg Hoffmann, A., & Fernández Liporace, M. M. (2016). Enfoques de Aprendizaje según el R-SPQ-2F: Análisis de sus propiedades psicométricas en estudiantes universitarios de Buenos Aires. Revista Colombiana de Psicología, 25(2). https://doi.org/10.15446/rcp.v25n2.51874
  • Gabriel, K. R. (1972). Analysis of Meteorological Data by Means of Canonical Decomposition and Biplots.Journal of Applied Meteorology, 11(7), 1071–1077. https://doi.org/10.1175/1520-0450(1972)011<1071:AOMDBM>2.0.CO;2
  • Gabriel, K. R. (1995). MANOVA Biplots for two-way contingency tables (En Krzanow, pp. 227–268). Clarendon Press. Oxford, RU.
  • García, M. I. B., Lamos Duarte, A. F., Vargas Rivera, O. I., Camargo Villalba, G. E., & Capacho, N. S. (2019). Enfoques de aprendizaje, rendimiento académico y factores relacionados en estudiantes que cursan último año de los programas de la Facultad de Ciencias de la Salud. Educación Médica, 20, 10–17. https://doi.org/10.1016/j.edumed.2017.11.008
  • Geraldo, J. L., del Rincón, B., y del Rincón, D. (2011). Estructura latente y consistencia interna del R-SPQ-2F: Reinterpretando los enfoques de aprendizaje en el EEES. Revista de Investigación Educativa, 29(2), 277-293.
  • González-García, N., Sánchez-García, A. B., Nieto-Librero, A. B., & Galindo-Villardón, M. P. (2019). Attitude and Learning Approaches in the Study of General Didactics. A Multivariate Analysis. Revista de Psicodidáctica (English Ed.), 24(2), 154–162. https://doi.org/10.1016/j.psicoe.2019.03.001
  • González-Geraldo, J.L., del Rincón Igea, D.A. (2011). Estructura latente y consistencia interna del R-SPQ-2F: reinterpretando los enfoques de aprendizaje en el EEES. [Latent structure and internal consistency of the RSPQ-2F: Reinterpreting the approaches to learning within the EHEA]. Revista de Investigación Educativa, 29(2), 277–293
  • Hernández Pina, F., Rodríguez Nieto, M. C., Ruiz Lara, E., & Esquivel Cruz, J. E. (2010). Enfoques de aprendizaje en alumnos universitarios de la titulación de ciencias de la actividad física y del deporte de España y México [Learning approaches in university students of physical activity and sport sciences in Spain and Mexico]. Revista Iberoamericana de Educación, 53(7), 1–11
  • Justicia, F., Pichardo, M. C., Cano, F., Berbén, A. B. G., & De la Fuente, J. (2008). The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level. European Journal of Psychology of Education, 23(3), 355–372. https://doi.org/10.1007/BF03173004
  • Kember, D., Biggs, J., & Leung, D. Y. P. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. British Journal of Educational Psychology, 74(2), 261–279. https://doi.org/10.1348/000709904773839879
  • López Aguado, M., & López Alfonso, A. I. (2013). Los enfoques de aprendizaje. Revisión conceptual y de investigación. Revista Colombiana de Educación, 1(64), 131–153. https://doi.org/10.17227/01203916.64rce131.153
  • Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I-Outcome and process. British Journal of Educational Psychology, 46(1), 4–11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
  • Monroy, F., & Hernández Pina, F. (2014). Factores que influyen en los enfoques de aprendizaje universitario. Una revisión sistemática. Educación XX1, 17(2). https://doi.org/10.5944/educxx1.17.2.11481
  • Montealegre, G., Núñez, M. L., & Salgado, D. (2014). Enfoques de aprendizajes y variables de orden sociocultural en estudiantes de una institución de educación superior en Colombia. Acta Médica Colombiana, 39(4), 368–377.
  • Rosário, P., Núñez, J. C., Vallejo, G., Paiva, O., Valle, A., Fuentes, S., & Pinto, R. (2014). Are teachers’ approaches to teaching responsive to individual student variation? A two-level structural equation modeling. European Journal of Psychology of Education, 29(4), 577–601. https://doi.org/10.1007/s10212-014-0214-9
  • Tiwari, A., Chan, S., Wong, E., Wong, D., Chui, C., Wong, A.,y Patil, N. (2006). Theeffect of problem-based learning on students approaches to learning in the context of clinical nursing education. Nurse Education Today, 26, 430-438.
  • Shah, D. K., Lochan Yadav, R., Sharma, D., Kumar Yadav, P., Islam, N., Khatri Sapkota, N., & Kumar Jha, R. (2016). Learning approach among health sciences students in a medical college in Nepal: a cross-sectional study. Advances in Medical Education and Practice, 137. https://doi.org/10.2147/AMEP.S100968
  • Schunk, D. H. (2012). Teorías del aprendizaje: una perspectiva educativa [Theories of learning: an educational perspective] (6th ed.). Pearson.
  • Ullah, R. (2016). Learning environment, approaches to learning and learning preferences: medical students versus general education students. Journal of the Pakistan Medical Association, 66(5), 541–544.
  • Vicente Villardón, J.L. (2017). MULTBIPLOT: A package for Multivariate Analysis using Biplots. Departamento de Estadística. Universidad de Salamanca.
Fuente de los datos: Dialnet