Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students
DOI :
https://doi.org/10.20873/uft.rbec.e7967Mots-clés :
Stratégies d'apprentissage, Cognition, Méta-cognition, Stratégies socio-émotionnellesRésumé
Efeitos da Cognição, Meta-Cognição e Estratégias Sócio-Afetivas em Estudantes Universitários
No campo da psicologia cognitiva, o estudo das estratégias de aprendizagem e ensino despertaram um interesse crescente. Este trabalho mostra o efeito da aplicação de um módulo chamado "aprender a aprender" aplicado a estratégias de aprendizagem em estudantes do segundo ciclo da Universidade Nacional da Amazônia do Peru. A abordagem quantitativa foi utilizada, o desenho foi quase-experimental e o instrumento um questionário de auto-relato. A amostra foi um grupo de cento e vinte e três estudantes universitários (n=120). O efeito do módulo aprende a aprender não apresenta uma melhoria significativa (p>0,05) nas estratégias de aprendizagem. A maturação e a motivação interna foram fatores que poderiam explicar este achado.
Palavras-chave: Estratégias de Aprendizagem, Cognição, Metacognição, Estratégias Socioemocionais.
Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students
ABSTRACT. In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest. This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p>0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding.
Keywords: Learning Strategies, Cognitive, Metacognitive, Social Affective Strategies.
Efectos de las estrategias cognitivas, meta cognitivas y socio afectivas en estudiantes universitarios
RESUMEN. En el campo de la psicología cognitiva el estudio de las estrategias de enseñanza y aprendizaje ha despertado un creciente interés. Este trabajo muestra el efecto de la aplicación de un módulo llamado: “Aprender a Aprender” aplicado en las estrategias de aprendizaje en los estudiantes del segundo ciclo de la Universidad Nacional del Amazonas en Perú. El método utilizado fue cuantitativo, el diseño cuasi experimental y los instrumentos aplicados fueron cuestionarios. La muestra constituyó de un grupo de ciento veinte estudiantes universitarios (n=120). El efecto del módulo “Aprender a Aprender” no representó una mejora significativa (p > 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este hallazgo.
Palabras clave: Estrategias de Aprendizaje, Cognición, Meta-cognición, Estrategias socioemocionales.
Téléchargements
Références
Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10(2), 129-154. https://doi.org/10.1023/A:1022185502996
Atkinson, R., & Shiffrin, R. (1968). Human memory: a proposed system and its control processes. In Spence, K. W., & Spence, T. J. (Series Ed.). The psychology of learning and motivation Series: Vol. 2. (pp. 89-195). https://doi.org/10.1016/S0079-7421(08)60422-3
Ablard, K. E., & Lipschultz, R. E. (1998). Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Education Psychology, 90(1), 94-101. http://dx.doi.org/10.1037/0022-0663.90.1.94
Baker, L. (2002). Metacognition in comprehension instruction. In Block, C. C., & Pressley, M. (Eds.). Cоmprеhеnsіоn іnstructіоn: Rеsеаrch-bаsеd bеst prаctіcеs (pp. 77-95). Nеw Yоrk: Guіlfоrd Prеss.
Bаkеr, L., & Bеаll, L. C. (2009). Mеtаcоgnіtіvе prоcеssеs аnd rеаdіng cоmprеhеnsіоn. Іn Іsrаеl, S. Е., & Duffу, G. G. (Еds.). Hаndbооk оf rеsеаrch оn rеаdіng cоmprеhеnsіоn (pp. 373-388). Nеw Yоrk: Rоutlеdgе.
Beltran, J. (1993). Procesos, estrategias y técnicas de aprendizaje. Madrid: Síntesis Editorial.
Bembenutty, H., & Zimmerman, B. J. (2003). The relation of motivational beliefs and self-regulatory processes to homework completion and academic achievement. Annual Meeting of American Education Research Association, Chicago, IL.
Bieg, S., Reindl, M., & Dresel, M. (2016). The relation between mastery goals and intrinsic motivation among university students: a longitudinal study. Educational Psychology, 37(6), 666–679. http://dx.doi.org/10.1080/01443410.2016.1202403
Biggs, J. B. (1987). Student approaches to learning and studying. Hawthorn. Victoria: Australian Council for Educational Research.
Braten, I., & Olaussen, B. S. (1998). The learning and study strategies of Norwegian first-year college students. Learning and individual Differences, 10(4), 309-327. https://doi.org/10.1016/S1041-6080(99)80125-3
Cai, Y., King, R. B., Law, W., & McInerney, D. M. (2019). Which come first? Modeling the relationships among future goals, metacognitive strategies and academic achievement using multilevel cross-lagged SEM. Learning and Individual Differences, 74, 1-12. https://doi.org/10.1016/j.lindif.2019.06.004
Carr, M., & Jessup, D. L. (1995). Cognitive and metacognitive predictors of mathematics strategy use. Learing and Individual Differences, 7(3), 235-4-247. https://doi.org/10.1016/1041-6080(95)90012-8
Chalupa, M. C., & Charles, T. (2001). An analysis of college student’s motivation and learning strategies in computer courses: A cognitive view. Delta Pi Epsilon Journal, 43(4), 185-199.
Chamot, A. U. (1987). The learning strategies of ESL students. In Wenden, A. L., & Rubin, J. (Eds.). Learner strategies in language learning (pp. 71-78). New York: Prentice Hall.
Chen, C. C. (2002). Self-regulated learning strategies and achievement in an introduction to information system course, Information Technology, Learning, and Performance Journal, 20(1), 11-23.
Chuvgunova, O., & Kostromina. S. (2016). Planning as a learning skill of students. Procedia – Social and Behavioral Sciences, 217, 132-138. https://doi.org/10.1016/j.sbspro.2016.02.045
Coll, C., Martin, E., Mauri, T., Miras, M., Onrubia, J., & Zabala, A. (1993). El constructivismo en el aula. Barcelona: Argó.
Cooper, P. (1993). Paradigm Shifts in Designed Instruction: From Behaviorism to Cognitivism to Constructivism. Educational Technology, 33(5), 12-19.
Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 102(3), 687-700. http://dx.doi.org/10.1037/a0019452
Darling L., Flook, L., Cook, Ch., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development, Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
De Boer, H., Donker, A. S., Kostons, D. D., N. M., & Van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance. Educational Research Review, 24, 98-115. https://doi.org/10.1016/j.edurev.2018.03.002.
Dent, A. L., & Koenka, A. C. (2016). The Relation Between Self-Regulated Learning and Academic Achievment Across Childhood and Adolescence: A Meta-Analysis. Educational Psychology Review, 28(3), 425-474. https://doi.org/10.1007/s10648-015-9320-8
Díaz, B. A., & Hernández, G. (1998). Estrategias docentes para un aprendizaje significativo. Una interpretación constructivista. Distrito Federal: McGraw-Hill.
Duncan, T. G., & McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6
Gargallo, B. (2000). Procedimientos. Estrategias de aprendizaje. Su naturaleza, enseñanza y evaluación. Valencia: Tirant Lo Blanch.
Glogger-Frey, I., Deutscher, M., & Renkl, A. (2018). Student teachers’ prior knowledge as prerequisite to learn how to assess pupils’ learning strategies. Teaching and Teacher Education, 76, 227-241. https://doi.org/10.1016/j.tate.2018.01.012
Halbach, A. (2000). Finding out about student’s learning strategies by looking at their dairies: A case study. System, 28(1), 85-96. https://doi.org/10.1016/S0346-251X(99)00062-7
Kaya, F., & Acar, S. (2019). The impact of originality instructions on cognitive strategy use in divergent thinking. Thinking Skills and Creativity, 33, 1-11. https://doi.org/10.1016/j.tsc.2019.100581
Kostons, D., Van Gog, T., & Paas, F. (2010). Self-assesment and task selection in learner-controlled instruction: Differences between effective and ineffective learners. Computers & Education, 54(4), 932-940. https://doi.org/10.1016/j.compedu.2009.09.025
Marugán, M., Martín, L. J., Catalina, J., & Román J. M. (2013). Estrategias cognitivas de elaboración y naturaleza de los contenidos en estudiantes univesitarios. Psicología Educativa, 19(1), 13-20. http://dx.doi.org/10.5093/ed2013a3
Mayer, R. E. (2008). Learning and Instruction (2nd Edition). New Jersey: Pearson Merrill Prentice Hall.
McKeachie, W. J., Pintrich, P. R., Lin, Y. G., Smith, D. A. F., & Sharma, R. (1990). Teaching and Learning in the college classroom. A review of the research literature. Michigan: University of Michigan
Moshman, D. (2018). Metacognitive theories. Educational Psychology Review, 30(2), 599-606. https://doi.org/10.1007/s10648-017-9413-7
Neroni, J., Meijs, C., Gijselaers, H. J. M., Kirschner, P. A., & de Groot, R. H. M. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences, 73, 1-7. https://doi.org/10.1016/j.lindif.2019.04.007
Nisbet, J., & Shucsmith, J. (1987). Estrategias de aprendizaje. Madrid: Santillana.
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524490
O’Neil, H. F., & Abedi, J. (1996). Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. The Journal of Educational Research, 89(4), 234 – 245. https://doi.org/10.1080/00220671.1996.9941208
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4
Roelle, J., Nowitzki, C., & Berthold, K. (2017). Do cognitive and metacognitive processes set the stage for each other? Learning and Instruction, 50, 54-64. https://doi.org/10.1016/j.learninstruc.2016.11.009
Román, J. M., & Gallego, S. (2008). Manual ACRA Escala de estrategias de aprendizaje. Madrid: TEA.
Saariaho, E., Toom, A., Soini, T., Pietarinen, J., & Pihältö, K. (2019). Student teachers’ and pupils’ co-regulated learning behaviours in authentic classroom situations in teaching practicums. Teaching and Teacher Education, 85, 92-104. https://doi.org/10.1016/j.tate.2019.06.003
Sternberg, R. J. (1997). Cognitive conceptions of expertise. In: Feltovich, P., Ford., K. M., & Hofmann, R. R. (Eds.). Expertise in context. Human and machine (pp. 149-162). Menlo Park: AAAI Press.
Vermunt, J. D. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. Higher Education, 31(1), 25-50. https://doi.org/10.1007/BF00129106
Weinstein, C. E., Schulte, A. C., & Palmer, D. R. (1987). The Learning and Study Strategies Inventory. Florida: H&H Publishing.
Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (Eds.). (1988). Learning and study strategies: Issues in assessment, instruction, and evaluation. San Diego: Academic Press.
Weinstein, C. E., & Van Mater Stone, G. (1996). Learning strategies and learning to learn. In De Corte, E., & Weinert, F. E. (Eds.). International encyclopedia of developmental and instructional psychology (pp. 419-423). New York: Pergamon.
Weinstein, C. E., & Meyer, D. K. (1986). The teaching of learning strategies. In Wittrock, M. C. (Ed.). Handbook of research on teaching (pp. 315-327). New York: Macmillan.
Weinstein, C. E., Underwood, V. L., Wicker, F. E., & Cubberly, W. E. (1979). Cognitive learning strategies: verbal and imaginal elaboration. In Spielberger, C. D. (Ed.). Cognitive and affective learning strategies (pp. 45-75). New York: Academic Press.
Yang, C., & Bai, L. (2019). The use of metacognitive strategies by Chinesse PhD students of social sciences in Australian universities. International Journal of Educational Research, 97, 43-52. https://doi.org/10.1016/j.ijer.2019.06.007
Zhang, L., & Seepho, S. (2013). Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context. Electronic Journal of Foreign Languange Teaching, 10(1), 54-69.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J., & Martínez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59. http://dx.doi.org/10.1037/0022-0663.82.1.51
Zins, J. E., Bloodworth, M. R., Weissberg, R., & Walberg, H. J. (2007). The Scientific Base Linking Social and Emotional Learning to School Success. Journal of Educational and Psychological Consultation, 17(2-3). https://doi.org/10.1080/10474410701413145
Zhussupova, R., & Kazbekova, M. (2016). Metacognitive strategies as points in teaching reading comprehension. Procedia – Social and Behavioral Sciences, 228, 593-600. https://doi.org/10.1016/j.sbspro.2016.07.091
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
Proposal for Copyright Notice Creative Commons
1. Policy Proposal to Open Access Journals
Authors who publish with this journal agree to the following terms:
A. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing the work with recognition of its initial publication in this journal.
B. Authors are able to take on additional contracts separately, non-exclusive distribution of the version of the paper published in this journal (ex .: publish in institutional repository or as a book), with an acknowledgment of its initial publication in this journal.
C. Authors are permitted and encouraged to post their work online (eg .: in institutional repositories or on their website) at any point before or during the editorial process, as it can lead to productive exchanges, as well as increase the impact and the citation of published work (See the Effect of Open Access).
