Latin American undergraduates and learning patterns in the transition to higher education : An exploratory study in Colombia
Martínez-Fernández, J. Reinaldo (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
García Ravidá, Laura B.. (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
Mumbardó Adam, Cristina (Universitat Ramon Llull)

Date:	2019
Abstract:	El objetivo de este estudio fue analizar la relación entre los patrones deaprendizaje, ciertos factores asociados y el rendimiento académico en una muestra de 115 estudiantes universitarios colombianos de 1er año de carrera. La necesidad de discutir el modelo de Vermunt en otros contextos se plantea como un reto en esta área de estudio con la finalidad de aportar evidencias para un modelo más robusto e inclusivo en el análisis de los procesos de aprendizaje.
Abstract:	The aim of this study was to analyse the relationship between learning pat-terns, associated factors, and academic performance in 115 Colombian first-year university students. We posed the need to discuss the Vermunt model in other contexts, with an aim to supply evidence toward a more robust, inclusive model in analyzing learning processes. Method. Data were collected using a Spanish version of the Inventory of Learning Style (Martínez-Fernández et al. , 2009; Vermunt, 1998). Additionally, we collected data about the students' age, gender, dedication to study, perception of teaching, effort, and academic per-formance. The data were processed by means of descriptive analysis, correlation, MANOVA, and path analysis. Results. The results show a structure of four learning patterns consisting of different factor combinations according to Vermunt: 1) Meaning-directed with external regulation (MD/er); 2) Passive-Idealistic (PI); 3) Passive-Motivated (PM); and 4) Reproduction-directed with lack of regulation (RD/lr). The relationship between learning patterns and the different factors was not sustained. However, we found an interesting explanation of academic performance from the perspective of self- and external regulation. Discussion and Conclusion. Based on these results, we defend the need to make the cultural dimension of learning patterns a key topic in the research agenda on learning processes.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Language:	Anglès
Document:	Article ; recerca ; Versió publicada
Subject:	Learning patterns ; Higher Education ; Latin-American students ; Cultural dimension ; Transition processes ; Patrones de aprendizaje ; Educación Superior ; Estudiantes latinoamericanos
Published in:	Revista electrónica de investigación psicoeducativa y psicopedagógica, Vol. 17 Núm. 49 (2019) , p. 561-588, ISSN 1696-2095

DOI: 10.25115/ejrep.v17i49.2421

28 p, 379.0 KB

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