Análisis Argumentativo y Auto-regulación de Aprendizaje en estudiantes universitarios del ámbito educativo
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1
Universidad de Atacama
info
- 2 Universidad de Salamanca,España
ISSN: 1575-0965
Year of publication: 2022
Issue Title: Mismos problemas, nuevos retos en la formación del profesorado
Volume: 25
Issue: 3
Pages: 159-175
Type: Article
More publications in: Revista electrónica interuniversitaria de formación del profesorado
Abstract
This study aims to identify the relationship between ability to argue and self-regulated learning in their two respective dimensions (learning strategies and motivation strategies), and gender differences. We worked with 250 university students of the educational field, and information was gathered using the Motivated Strategies for Learning Questionnaire and the Argumentative Analysis Scale from the Halpern test, Critical Thinking Assessment Using Everyday Situations. Significant differences were found in favor of women in learning strategies, although the effect size was small in most of them, bigger in Organization variable. The greatest difference in favor of the group of men was registered in the variable Reasoning Analysis. Furthermore, the relationship between the self-regulated variables and argumentative skill were characterized by being modest and negative, suggesting independence between both concepts.
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