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