Factores Asociados a las Estrategias de Aprendizaje en Estudiantes Universitarios con y sin trabajo remunerado

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Revista Electronica Interuniversitaria de Formacion del Profesorado Pub Date : 2021-04-16 DOI:10.6018/REIFOP.443551
Daniel Garrote Rojas, Sara Jiménez-Fernández, Paola Ritacco Real
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Abstract

The research work that is described below aims to present the different learning strategies used by university students to face the subjects, as well as the differences that could occur between the students who, while they are studying the subjects, are working and those who don’t work. The sample has an average age of 22 years, with a majority of female subjects 92% compared to males and belong to the academic years 2017/18 and 2018/19 at the University of Castilla-La Mancha, using the Questionnaire on Strategies of Learning and Motivation (CEAM II). The results show differences in five subscales: elaboration, use of time-concentration, help, perseverance and self-examination. Students who combine their university education with paid work and students without paid work. Obtaining higher mean scores for the subjects who work in six of the seven subscales compared to those who don’t work, who obtained a higher average score in the help subscale.
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有薪和无薪大学生学习策略的相关因素
下面描述的研究工作旨在展示大学生面对科目时使用的不同学习策略,以及在学习科目时工作和不工作的学生之间可能发生的差异。样本的平均年龄为22岁,女性受试者占比为男性的92%,属于卡斯蒂利亚-拉曼查大学2017/18和2018/19学年,使用学习和动机策略问卷(CEAM II),结果显示五个子量表的差异:阐述,使用时间-集中,帮助,毅力和自我检查。将大学教育与带薪工作结合起来的学生和没有带薪工作的学生。在七个分量表中的六个分量表中工作的人比那些不工作的人获得了更高的平均分数,后者在帮助分量表中获得了更高的平均分数。
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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