Link between Learning Strategies and Educational Guidance Needs – A Pilot Study with New Students at UNED

B. Guerrero
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Abstract

In institutions such as the National University of Distance Education (UNED), where students must take a leading role in their own learning processes in order to be academically successful, the learning strategies, understood as a series of cognitive, metacognitive, motivational, self-regulation, emotional and support aspects, take on maximum importance. In order to establish relationships between learning strategies and the educational guidance needs of new students at the UNED, a pilot study was carried out with students of the Degree in Psychology in March 2021, who responded to the CEVEAPEU tool developed by Gargallo et al. (2009). The data shows that, at the beginning of their degree studies, students have good learning strategies. In addition to all the initial information and advice provided by the institution, it is appropriate for guidance services to provide specific guidance on a sustained basis throughout the first year, cushioning the effect of changes that may occur in learning strategies, thus helping to prevent many dropouts.
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学习策略与教育指导需求之间的联系——联合国环境规划署新生试点研究
在像美国国立远程教育大学(UNED)这样的机构中,学生必须在自己的学习过程中发挥主导作用,才能在学业上取得成功,学习策略被理解为一系列认知、元认知、动机、自我调节、情感和支持方面,这是最重要的。为了建立联合国环境大学新生学习策略与教育指导需求之间的关系,我们于2021年3月针对Gargallo等人(2009)开发的CEVEAPEU工具,对心理学学位的学生进行了一项试点研究。数据显示,在他们的学位学习的开始,学生有良好的学习策略。除了机构提供的所有初始信息和建议外,指导服务还应该在整个第一年持续提供具体指导,缓冲学习策略可能发生的变化的影响,从而帮助防止许多辍学。
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