Relationships Between Learning Achievement, Self-Monitoring, Cognitive Style, and Learning Style in Medical Students
An analysis is presented of the relationships that exist between learning achievement, the use of metacognitive self-monitoring, cognitive style (Field Dependence-Independence dimension), and learning style (Grasha’s Classification) in university students. The study was conducted with a population o...
- Autores:
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2016
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13436
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5221
https://repositorio.uptc.edu.co/handle/001/13436
- Palabra clave:
- Learning achievement
Self-monitoring
Metacognition
Cognitive style
Learning style
Logro de aprendizaje
Automonitoreo
Metacognición
Estilo cognitivo
Estilo aprendizaje
Réussite d’apprentissage
Auto-monitorat
Métacognition
Style cognitif
Style apprentissage
Logro de aprendizagem
Automonitorização
Metacognição
Estilo cognitivo
Estilo aprendizagem
- Rights
- openAccess
- License
- http://purl.org/coar/access_right/c_abf2
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Relationships Between Learning Achievement, Self-Monitoring, Cognitive Style, and Learning Style in Medical Students |
| dc.title.fr-FR.fl_str_mv |
Rapports entre Réussite D’apprentissage, Auto-Monitorat, Style Cognitif et Styles D’apprentissage Chez des Étudiants de Médicine |
| dc.title.pt-BR.fl_str_mv |
Relações entre logro de aprendizagem, automonitorização, estilo cognitivo e estilos de aprendizagem em estudantes de medicina |
| dc.title.spa.fl_str_mv |
Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina |
| title |
Relationships Between Learning Achievement, Self-Monitoring, Cognitive Style, and Learning Style in Medical Students |
| spellingShingle |
Relationships Between Learning Achievement, Self-Monitoring, Cognitive Style, and Learning Style in Medical Students Learning achievement Self-monitoring Metacognition Cognitive style Learning style Logro de aprendizaje Automonitoreo Metacognición Estilo cognitivo Estilo aprendizaje Réussite d’apprentissage Auto-monitorat Métacognition Style cognitif Style apprentissage Logro de aprendizagem Automonitorização Metacognição Estilo cognitivo Estilo aprendizagem |
| title_short |
Relationships Between Learning Achievement, Self-Monitoring, Cognitive Style, and Learning Style in Medical Students |
| title_full |
Relationships Between Learning Achievement, Self-Monitoring, Cognitive Style, and Learning Style in Medical Students |
| title_fullStr |
Relationships Between Learning Achievement, Self-Monitoring, Cognitive Style, and Learning Style in Medical Students |
| title_full_unstemmed |
Relationships Between Learning Achievement, Self-Monitoring, Cognitive Style, and Learning Style in Medical Students |
| title_sort |
Relationships Between Learning Achievement, Self-Monitoring, Cognitive Style, and Learning Style in Medical Students |
| dc.subject.en-US.fl_str_mv |
Learning achievement Self-monitoring Metacognition Cognitive style Learning style |
| topic |
Learning achievement Self-monitoring Metacognition Cognitive style Learning style Logro de aprendizaje Automonitoreo Metacognición Estilo cognitivo Estilo aprendizaje Réussite d’apprentissage Auto-monitorat Métacognition Style cognitif Style apprentissage Logro de aprendizagem Automonitorização Metacognição Estilo cognitivo Estilo aprendizagem |
| dc.subject.es-ES.fl_str_mv |
Logro de aprendizaje Automonitoreo Metacognición Estilo cognitivo Estilo aprendizaje |
| dc.subject.fr-FR.fl_str_mv |
Réussite d’apprentissage Auto-monitorat Métacognition Style cognitif Style apprentissage |
| dc.subject.pt-BR.fl_str_mv |
Logro de aprendizagem Automonitorização Metacognição Estilo cognitivo Estilo aprendizagem |
| description |
An analysis is presented of the relationships that exist between learning achievement, the use of metacognitive self-monitoring, cognitive style (Field Dependence-Independence dimension), and learning style (Grasha’s Classification) in university students. The study was conducted with a population of 130 medical students enrolled from 6th to 10th semester in a university in Bogotá, Colombia. Using a bivariate correlation,associations were sought between the Grade Point Average (GPA) achieved by students, metacognitive self-monitoring, which was measured with the Motivated Strategies for Learning Questionnaire (MSLQ), cognitive styles, which were measured through the Embedded Figures Test (EFT), and learning styles as reported in the Grasha inventory. Findings showed positive correlations between learning achievement and the variables: cognitive style, use of metacognitive strategies, and participantand competitive learning styles, while negative correlations were found with avoidant and dependent learning styles. Similarly, other correlations were found between the studied variables, which are discussed in the document. |
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2016 |
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2024-07-05T19:04:22Z |
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2024-07-05T19:04:22Z |
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2016-07-08 |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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info:eu-repo/semantics/article |
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info:eu-repo/semantics/publishedVersion |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5221 10.19053/22160159.5221 |
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https://repositorio.uptc.edu.co/handle/001/13436 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5221 https://repositorio.uptc.edu.co/handle/001/13436 |
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10.19053/22160159.5221 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5221/4577 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5221/7302 |
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application/pdf application/zip |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 7 No. 14 (2016): Tecnologías de la Información y la Comunicación TIC; 141 - 164 |
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Praxis & Saber; Vol. 7 Núm. 14 (2016): Tecnologías de la Información y la Comunicación TIC; 141 - 164 |
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Praxis & Saber; Vol. 7 No 14 (2016): Tecnologías de la Información y la Comunicación TIC; 141 - 164 |
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Praxis & Saber; V. 7 N. 14 (2016): Tecnologías de la Información y la Comunicación TIC; 141 - 164 |
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Praxis & Saber; v. 7 n. 14 (2016): Tecnologías de la Información y la Comunicación TIC; 141 - 164 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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2016-07-082024-07-05T19:04:22Z2024-07-05T19:04:22Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/522110.19053/22160159.5221https://repositorio.uptc.edu.co/handle/001/13436An analysis is presented of the relationships that exist between learning achievement, the use of metacognitive self-monitoring, cognitive style (Field Dependence-Independence dimension), and learning style (Grasha’s Classification) in university students. The study was conducted with a population of 130 medical students enrolled from 6th to 10th semester in a university in Bogotá, Colombia. Using a bivariate correlation,associations were sought between the Grade Point Average (GPA) achieved by students, metacognitive self-monitoring, which was measured with the Motivated Strategies for Learning Questionnaire (MSLQ), cognitive styles, which were measured through the Embedded Figures Test (EFT), and learning styles as reported in the Grasha inventory. Findings showed positive correlations between learning achievement and the variables: cognitive style, use of metacognitive strategies, and participantand competitive learning styles, while negative correlations were found with avoidant and dependent learning styles. Similarly, other correlations were found between the studied variables, which are discussed in the document.Se presenta un análisis de las relaciones que existen entre logro de aprendizaje, uso de automonitoreo metacognitivo, estilo cognitivo (dimensión Dependencia- Independencia de Campo) y estilo de aprendizaje (Clasificación de Grasha), en estudiantes universitarios. El estudio se realizó con una población de 130 alumnos de una facultad de medicina de 6º a 10º semestre en una universidad en Bogotá, Colombia. Utilizando la metodología de correlaciones bivariadas se buscaron asociaciones entre el promedio académico alcanzado por los estudiantes, el automonitoreo metacognitivo, medido con el cuestionario MSQL, los estilos cognitivos por medio de la prueba EFT y los estilos de aprendizaje reportados en el inventario de Grasha. Los resultados mostraron correlaciones positivas del logro de aprendizaje con las variables: estilo cognitivo, uso de estrategias metacognitivas, estilos de aprendizaje competitivo y participativo, y correlaciones negativas con los estilos de aprendizaje evasivo y dependiente. De igual forma se encontraron otras correlaciones entre las variables de estudio que son discutidas en el documento.On présente une analyse des rapports existants entre réussite d’apprentissage, utilisation d’auto-monitorat métacognitif, style cognitif (dimension Dépendance-Independence de Terrain) et style d’apprentissage (Classement de Grasha), chez des étudiants universitaires. L’étude a été faite avec une population de 130 élèves de la faculté de médicine du 6ème au 10ème semestre d’une Université à Bogotá, en Colombie. En utilisant la méthodologie de corrélations bivariées, on a cherché des associations ente la moyenne académique atteinte par les étudiantes, l’auto-monitorat métacognitif, mesuré avec le questionnaire MSQL, les styles cognitifs à travers l’épreuve EFT et les styles d’apprentissage reportés dans l’inventaire de Grasha. Les résultats ont montré des corrélations positives de la réussite d’apprentissage ayant les variables: style cognitif, utilisation de stratégies métacognitives, style d’apprentissage compétitif et participatif, et des corrélations négatives avec les styles d’apprentissage compétitif et participatif, et des corrélations négatives avec les styles d’apprentissage évasif et dépendant. On a également trouvé d’autres corrélations entre les variables d’étude qui sont discutées dans le document.Apresenta-se uma analise das relações que existem entre logro de aprendizagem, uso de automonitorização metacognitivo, estilo cognitivo (dimensão Dependência-Independência de Campo) e estilo de aprendizagem (Classificação de Grasha), em estudantes universitários. O estudo se realizou com uma população de 130 alunos da faculdade de medicina de 6º a 10º semestre em uma universidade de Bogotá, Colômbia. Utilizando a metodologia de correlações bivariadas procuram-se associações entre o promédio acadêmico alcançado pelos estudantes, a automonitorização metacognitiva, medido pelo questionário MSQL, os estilos cognitivos por médio do teste EFT e os estilos da aprendizagem reportados no inventario de Grasha. Os resultados mostraram correlações positivas do logro da aprendizagem com as variáveis: estilo cognitivo, uso de estratégias metacognitivas, estilos de aprendizagem competitivo e participativo, e correlações negativas com os estilos de aprendizagem evasivo e dependente. Igualmente, se encontraram outras correlações entre as variáveis de estudo que são discutidas no documento.application/pdfapplication/zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5221/4577https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5221/7302Praxis & Saber; Vol. 7 No. 14 (2016): Tecnologías de la Información y la Comunicación TIC; 141 - 164Praxis & Saber; Vol. 7 Núm. 14 (2016): Tecnologías de la Información y la Comunicación TIC; 141 - 164Praxis & Saber; Vol. 7 No 14 (2016): Tecnologías de la Información y la Comunicación TIC; 141 - 164Praxis & Saber; V. 7 N. 14 (2016): Tecnologías de la Información y la Comunicación TIC; 141 - 164Praxis & Saber; v. 7 n. 14 (2016): Tecnologías de la Información y la Comunicación TIC; 141 - 1642462-86032216-0159Learning achievementSelf-monitoringMetacognitionCognitive styleLearning styleLogro de aprendizajeAutomonitoreoMetacogniciónEstilo cognitivoEstilo aprendizajeRéussite d’apprentissageAuto-monitoratMétacognitionStyle cognitifStyle apprentissageLogro de aprendizagemAutomonitorizaçãoMetacogniçãoEstilo cognitivoEstilo aprendizagemRelationships Between Learning Achievement, Self-Monitoring, Cognitive Style, and Learning Style in Medical StudentsRapports entre Réussite D’apprentissage, Auto-Monitorat, Style Cognitif et Styles D’apprentissage Chez des Étudiants de MédicineRelações entre logro de aprendizagem, automonitorização, estilo cognitivo e estilos de aprendizagem em estudantes de medicinaRelaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicinaArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Martínez Bernal, JorgeSanabria-Rodríguez, Luis B.López Vargas, OmarPublicationORIGINAL4577.htmltext/html35420https://repositorio.uptc.edu.co/bitstreams/48d770f8-9746-422b-8744-ad3def449049/download5b9e357c421b41c98487b03b8be930d7MD51trueAnonymousREADnataliacanizalez_477249927006.epubapplication/epub+zip645666https://repositorio.uptc.edu.co/bitstreams/79cf1081-cf5a-4bba-a5f0-b526f4d045dc/downloada8f6350ff586aa0430044b87105de6cfMD52falseAnonymousREADTEXT4577.html.txt4577.html.txtExtracted texttext/plain6220https://repositorio.uptc.edu.co/bitstreams/9a29b9a1-aa94-4461-8249-0d8ef7b3625d/download313ff6f6fc03576e2a8df627c474b62dMD53falseAnonymousREAD001/13436oai:repositorio.uptc.edu.co:001/134362026-10-29 13:35:55.678open.accesshttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com |