Estrategias cognitivas de elaboración y naturaleza de los contenidos en estudiantes universitarios

The use of learning strategies by university students, and particularly of cognitive elaboration strategies, is a very important differential factor to explain academic performance. The aim of this study is to identify whether there is a preferential use of such strategies that may vary as a function of the nature of the contents and other moderator variables. In this study, we carry out a theoretical review of the topic and analyze the differential use of information “elaboration strategies” by university students as a function of the nature of knowledge, year, and gender. The sample consists of 544 students (40% males, 60% females) who study Experimental Sciences, Technical Studies, and Social and Juridical Sciences. Their mean age is 22.5 years and they are registered in the intermediate or final grades. The results show a medium level in the use of cognitive elaboration strategies and noticeable differences as a function of the variables under study.