Desafíos de aprendizaje y habilidades de regulación en distintas situaciones de aprendizaje en estudiantes de educación superior

  1. Marika Koivuniemi
  2. Ernesto Panadero
  3. Jonna Malmberg
  4. Sanna Jarvela
Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2017

Volumen: 40

Número: 1

Páginas: 36-55

Tipo: Artículo

DOI: 10.1080/02103702.2016.1272874 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Objetivos de desarrollo sostenible

Resumen

Los estudiantes de educación superior (ES) se enfrentan a distintos desafíos a lo largo de su primer año de estudios. Estas situaciones de aprendizaje desafiantes pueden desencadenar habilidades de aprendizaje autorregulado (self-regulated learning, SRL) mediante las cuales los estudiantes se manejan en tales situaciones. Los objetivos de este estudio son investigar (a) los desafíos cognitivos, motivacionales y emocionales que experimentan los estudiantes de ES de primer curso en situaciones de aprendizaje tanto individuales como colaborativas, y (b) cuál es la relación entre las habilidades SRL y los desafíos de aprendizaje experimentados. Los participantes fueron 107 profesores ayudantes de primer año. Los datos comprendían autoinformes de los estudiantes a través de (a) respuestas abiertas a un cuestionario sobre desafíos y (b) ítems tipo Likert de los cuestionarios MSLQ (Motivated Strategies for Learning Questionnaire, Cuestionario de Estrategias Motivacionales y de Aprendizaje) y MRS (Motivational Regulation Strategies, Estrategias de Regulación de la Motivación). Basándonos en los perfiles SRL de los estudiantes, investigamos los efectos diferenciales sobre su experiencia de los desafíos encontrados. Los resultados muestran que los estudiantes encuentran desafiantes diversos aspectos relacionados con la cognición, motivación, emociones y bienestar. Asimismo, se encontraron relaciones entre las habilidades SRL de los estudiantes y los tipos de desafíos de aprendizaje que experimentaban. Los estudiantes con un SRL alto manifestaron sentir menos desafíos de aprendizaje relacionados con los aspectos motivacionales y más desafíos relacionados con los aspectos cognitivos del aprendizaje en comparación con los estudiantes con un SRL bajo.

€ Ver financiación

Información de financiación

Financiadores

  • the Spanish Ministry (Ministerio de Economía y Competitividad)
    • RYC-2013-13469
  • Finnish Science Academy
    • 24301274

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