Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina

Autores:: Martínez-Bernal, Jorge
Sanabria-Rodríguez, Luis B.
López-Vargas, Omar

Tipo de recurso:: Article of journal

Fecha de publicación:: 2016

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina
title	Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina
spellingShingle	Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina Learning achievement Self-monitoring Metacognition Cognitive style Learning style Logro de aprendizaje Automonitoreo Metacognición Estilo cognitivo Estilo aprendizaje Logro de aprendizagem Automonitorização Metacognição Estilo aprendizagem
title_short	Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina
title_full	Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina
title_fullStr	Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina
title_full_unstemmed	Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina
title_sort	Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina
dc.creator.fl_str_mv	Martínez-Bernal, Jorge Sanabria-Rodríguez, Luis B. López-Vargas, Omar
dc.contributor.author.spa.fl_str_mv	Martínez-Bernal, Jorge Sanabria-Rodríguez, Luis B. López-Vargas, Omar
dc.subject.none.fl_str_mv	Learning achievement Self-monitoring Metacognition Cognitive style Learning style Logro de aprendizaje Automonitoreo Metacognición Estilo cognitivo Estilo aprendizaje Logro de aprendizagem Automonitorização Metacognição Estilo aprendizagem
topic	Learning achievement Self-monitoring Metacognition Cognitive style Learning style Logro de aprendizaje Automonitoreo Metacognición Estilo cognitivo Estilo aprendizaje Logro de aprendizagem Automonitorização Metacognição Estilo aprendizagem
publishDate	2016
dc.date.accessioned.none.fl_str_mv	2016-07-08 00:00:00 2026-04-16T17:38:20Z
dc.date.available.none.fl_str_mv	2016-07-08 00:00:00
dc.date.issued.none.fl_str_mv	2016-07-08
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	ALONSO, C. (1992). Analísis y diagnóstico de los estilos de aprendizaje en estudiantes universitarios. (Doctor), Universidad Complutense De Madrid, Madrid, Espa-a. (M 38487-1992 (359/92)) ANDERSON, M., OATES, T., CHONG, W., & PERLIS, D. (2006). Enhancing Reinforcement Learning With Metacognitive Monitoring And Control For Improved Perturbation Tolerance Journal Of Experimental And Theoretical Artificial Intelligence, 18(3), 387-411. APELDOORN, J. (2009). Self-Regulated Learning In Medical Clerkships (pp.22-22). AZEVEDO, R. (2009). Theoretical, Conceptual, Methodological, And Instructional Issues In Research On Metacognition And Self-Regulated Learning: A Discussion. Metacognition And Learning, 4(1), 87-95. Doi:10.1007/S11409-009-9035-7 https://doi.org/10.1007/s11409-009-9035-7 AZEVEDO, R., & ALEVEN, V. (2013). International Handbook Of Metacognition And Learning Technologies (R. Azevedo & V. Aleven Eds. Vol. 28). New York Heidelberg Dordrecht London: Springer International Handbooks Of Education. https://doi.org/10.1007/978-1-4419-5546-3 AZEVEDO, R., WITHERSPOON, A., CHAUNCEY, A., BURKETT, C., & FIKE, A. (2009). Metatutor A Metacognitive Tool For Enhancing Self Regulated Learning. Paper Presented At The AAAI Fall Symposium BANDURA, A. (1989). Social Cognitive Theory. Annals Of Child Development, 6, 1-60. BANDURA, A. (1991). Social Cognitive Theory Of Moral Thought And Action. In I. W. M. K. J. & L. G. (Eds.) (Eds.), Handbook Of Moral Behavior And Development (Vol. Vol. 1, Pp. Pp. 45-103)). Stanford University: Hillsdale, NJ: Erlbaum. BANDURA, A. (2002). Social Cognitive Theory In Cultural Context. Applied Psychology, 51(2), 269-290. Doi: 10.1111/1464-0597.00092 https://doi.org/10.1111/1464-0597.00092 BANDURA, A., & JOURDEN, F. J. (1991). Self-Regulatory Mechanisms Governing The Impact Of Social Comparison On Complex Decision Making. Journal Of Personality And Social Psychology, 60(6), 941-951. Doi: 10.1037//0022-3514.60.6.941 https://doi.org/10.1037//0022-3514.60.6.941 BRANDA, L. (1990). Implementing Problem-Based Learning. Journal Of Dental Education, 54(9), 548-549. BROWN. (2007). The Use Of Learning Styles In Adaptive Hypermedia. (Doctor Of Philosophy), The University Of Nottingham, School Of Computer Science & IT. BROWN, E., CrIstea, A., STEWART, C., & BRAILSFORD, T. (2005). Patterns In Authoring Of Adaptive Educational Hypermedia: A Taxonomy Of Learning Styles. Educational Technology & Society, 8(3), 77-90. CASSIDY, S. (2004). Learning Styles: An Overview Of Theories, Models And Measures. Educational Psychology, 24(4), 419-444. https://doi.org/10.1080/0144341042000228834 CASSIDY, S. (2006). Learning Style And Student Self-Assessment Skill. Education & Training, 48(2/3), 170-177. https://doi.org/10.1108/00400910610651791 CHANG, M. (2007). Enhancing Web-Based Language Learning Through Self-Monitoring. Journal Of Computer Assisted Learning, 23(3), 187-196. Doi:10.1111/J.1365-2729.2006.00203.X https://doi.org/10.1111/j.1365-2729.2006.00203.x CHOU, H.-W. (2001). Influences Of Cognitive Style And Training Method On Training Effectiveness. Computers & Education, 37(1), 11-25. Doi:10.1016/S0360-1315(01)00028-8 https://doi.org/10.1016/S0360-1315(01)00028-8 CURRY, L. (1983). An Organization Of Learning Styles Theory And Constructs. Paper Presented At The American Educational Research Asociation, Montreal, Canadá. CURRY, L. (1990). Learning Styles In Secondary Schols: A Review Of Instruments And Implications For Their Use. (Pp. 64). Wisconsin Center For Education Research: University Of Wisconsin-Madison. DE BRUIN, A. B. H., & VAN GOG, T. (2012). Improving Self-Monitoring And Self-Regulation: From Cognitive Psychology To The Classroom. Learning And Instruction, 22(4), 245-252. Doi:10.1016/J.Learninstruc.2012.01.003 https://doi.org/10.1016/j.learninstruc.2012.01.003 GRASHA, A. (1972). Observations On Relating Teaching Goals To Student Response Styles And Classroom Methods. American Psychologist, 27(2), 144-147. https://doi.org/10.1037/h0032741 GRASHA, A. (2002a). The Dynamics Of One-On-One Teaching. College Teaching, 50(4), 139-146. GRASHA, A. (2002b). Teaching With Style University Of Cincinnati: Alliance Publishers. GRASHA, A., & YANGARBER, N. (2000). Integrating Teaching Styles And Learning Styles With Instructional Technology. College Teaching, 48(1), 2-10. https://doi.org/10.1080/87567550009596080 GREENE, J., & AZEVEDO, R. (2007). A Theoretical Review Of Winne And Hadwin's Model Of Self-Regulated Learning: New Perspectives And Directions. Review Of Educational Research, 77(3), 334-372. Doi:10.3102/003465430303953 https://doi.org/10.3102/003465430303953 GREENE, J., MOOS, D., & AZEVEDO, R. (2011). Self-Regulation Of Learning With Computer-Based Learning Environments. New Directions For Teaching And Learning, 126(126), 107-115. Doi:10.1002/Tl GRIFFIN, T., WILEY, J., & SALAS, C. (2013). Supporting Effective Self-Regulated Learning: The Critical Role Of Monitoring. In R. Azevedo & V. Aleven (Eds.), International Handbook Of Metacognition And Learning https://doi.org/10.1007/978-1-4419-5546-3_2 Technologies (Vol. 28, Pp. 19-34). New York: Springer International Handbooks Of Education HEDERICH-MARTÍNEZ, C. (2004). Estilo cognitivo en la dimensión de independencia-dependencia de campo -influencias culturales e implicaciones para la educación-. (Doctorat), Universitat Autonoma De Barcelona, Bellaterra. HEDERICH-MARTÍNEZ, C. (2007). Estilo cognitivo en la dimensión de dependencia para la educación. Bogotá, Colombia: Universidad Pedagógica Nacional. HEDERICH-MARTÍNEZ, C. (2011). Rese-a de la tésis doctoral 'Aprendizaje autorregulado, estilo cognitivo y logro académico en ambientes computacionales'. Revista Colombiana De Educación, 60, 165-172. HEDERICH-MARTÍNEZ, C. (2013). Estilística educativa. Revista Colombiana de Educación, 64, 21-56. https://doi.org/10.17227/01203916.64rce21.56 https://doi.org/10.17227/1203916.rce6421 HSU, P.-Y. (1989). Training College Students To Use Self-Monitoring Strategies In English Speech Class (Pp. 1-18): Chaoyang University Of Technology. LAN, W. Y. (2005). Self-Monitoring And Its Relationship With Educational Level And Task Importance. Educational Psychology, 25(1), 109-127. Doi: 10.1080/0144341042000294921 https://doi.org/10.1080/0144341042000294921 LÓPEZ, O., HEDERICH-MARTÍNEZ, C., & CAMARGO, A. (2011). Estilo cognitivo y logro académico. Educacion y Educadores, 14(1), 67-82. LÓPEZ, O., HEDERICH-MARTÍNEZ, C., & CAMARGO, A. (2012). Logro en matemáticas, autorregulación del aprendizaje y estilo cognitivo. Suma Psicológica, 19(2), 39-50. MESSICK, S. (1993). The Matter Of Style- Manifestations Of Personality In Cognition, Learning And Teaching Research Report. Educational Testing Service: Princeton, New Jersey. MOOS, D., & AZEVEDO, R. (2008). Monitoring, Planning, And Self-Efficacy During Learning With Hypermedia: The Impact Of Conceptual Scaffolds. Computers In Human Behavior, 24(4), 1686-1706. Doi:10.1016/J.Chb.2007.07.001 https://doi.org/10.1016/j.chb.2007.07.001 MOOS, D., & AZEVEDO, R. (2009). Self-Efficacy And Prior Domain Knowledge: To What Extent Does Monitoring Mediate Their Relationship With Hypermedia Learning? Metacognition And Learning, 4(3), 197-216. Doi:10.1007/S11409-009-9045-5 https://doi.org/10.1007/s11409-009-9045-5 SAWA, H. (1966). "Analytic Thinking And Synthetic Thinking". Bulletin Of Faculty Of Education, No. 13, Pp. 1-16. Nagasaki University. SCHRAW, G. (2007). The Use Of Computer-Based Environments For Understanding And Improving Self-Regulation. Metacognition And Learning, 2(2-3), 169-176. https://doi.org/10.1007/s11409-007-9015-8 SCHRAW, G. (2009). A Conceptual Analysis Of Five Measures Of Metacognitive Monitoring. Metacognition Learning, 4(33), 33-45. Doi:10.1007/S11409-008-9031-3 https://doi.org/10.1007/s11409-008-9031-3 SHANNON, S. V. (2008). Using Metacognitive Strategies And Learning Styles To Create Self-Directed Learners. Institute For Learning Styles Journal, 1, 14-28. THIEDE, K. W., ANDERSON, M. C. M., & THERRIAULT, D. (2003). Accuracy Of Metacognitive Monitoring Affects Learning Of Texts. Journal Of Educational Psychology, 95(1), 66-73. Doi:10.1037/0022-0663.95.1.66 https://doi.org/10.1037/0022-0663.95.1.66 TINAJERO, C., CASTELO, A., GUISANDE, A., & PÁRAMO, M. F. (2011).Adaptive Teaching And Field Dependence-Independence: Instructional Implications. Revista Latinoamericana De Psicología, 43(3), 497-510. TINAJERO, C., LEMOS, S., ARAÚJO, M., FERRACES, M. J., & PÁRAMO, M. F. (2012). Cognitive Style And Learning Strategies As Factors Which Affect Academic Achievement Of Brazilian University Students. Psicologia: Reflexão E Crítica,, 25(1), 105-113. https://doi.org/10.1590/s0102-79722012000100013 TINAJERO, C., & PÁRAMO, M. F. (2013). El estilo cognitivo dependencia–independencia en el proceso de enseñanza aprendizaje. Revista Colombiana de Educación, 64, 57-78. https://doi.org/10.17227/01203916.64rce57.78 TURAN, S., Demirel, O., & Sayek, I. (2009). Metacognitive Awareness And Self-Regulated Learning Skills Of Medical Students In Different Medical Curricula. Medical Teacher, 31(10), E477-483. Doi:10.3109/01421590903193521 https://doi.org/10.3109/01421590903193521 WINNE, P., Jamieson-Noel, D., & Muis, K. (2002). Methodological Issues And Advances In Researching Tactics, Strategies, And Self-Regulated Learning. In P. M. L. Maehr (Ed.), Advances In Motivation And Achievement: New Directions In Measures And Methods (Vol. 12, Pp. 121–155). Greenwich, CT: JAI. WITKIN, H., & GOODENOUGH, D. (1981). Fragmento Estilos cognitivos, naturaleza y orígenes. Madrid: Editorial Pirámide. WITKIN, H., GOODENOUGH, D. R., & OlTman, P. K. (1979). Psychological Differentiation: Current Status. Journal Of Personality And Social Psychology, 37(7), 1127-1145. Doi:10.1037//0022-3514.37.7.1127 https://doi.org/10.1037//0022-3514.37.7.1127 ZIMMERMAN, B. (1998). Academic Studying And The Development Of Personal Skill, A Self Regulatory Perspective. Educational Psychologist, 33, 73-76. https://doi.org/10.1207/s15326985ep3302&3_3 https://doi.org/10.1080/00461520.1998.9653292
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spelling	Martínez-Bernal, JorgeSanabria-Rodríguez, Luis B.López-Vargas, Omar2016-07-08 00:00:002026-04-16T17:38:20Z2016-07-08 00:00:002016-07-082216-0159https://repositorio.uptc.edu.co/handle/001/2099210.19053/22160159.52212462-8603https://doi.org/10.19053/22160159.5221application/pdfapplication/zipUniversidad Pedagógica y Tecnológica de Colombiahttps://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5221Learning achievementSelf-monitoringMetacognitionCognitive styleLearning styleLogro de aprendizajeAutomonitoreoMetacogniciónEstilo cognitivoEstilo aprendizajeLogro de aprendizagemAutomonitorizaçãoMetacogniçãoEstilo aprendizagemRelaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicinaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85ALONSO, C. (1992). Analísis y diagnóstico de los estilos de aprendizaje en estudiantes universitarios. (Doctor), Universidad Complutense De Madrid, Madrid, Espa-a. (M 38487-1992 (359/92))ANDERSON, M., OATES, T., CHONG, W., & PERLIS, D. (2006). Enhancing Reinforcement Learning With Metacognitive Monitoring And Control For Improved Perturbation Tolerance Journal Of Experimental And Theoretical Artificial Intelligence, 18(3), 387-411.APELDOORN, J. (2009). Self-Regulated Learning In Medical Clerkships (pp.22-22).AZEVEDO, R. (2009). Theoretical, Conceptual, Methodological, And Instructional Issues In Research On Metacognition And Self-Regulated Learning: A Discussion. Metacognition And Learning, 4(1), 87-95. Doi:10.1007/S11409-009-9035-7 https://doi.org/10.1007/s11409-009-9035-7AZEVEDO, R., & ALEVEN, V. (2013). International Handbook Of Metacognition And Learning Technologies (R. Azevedo & V. Aleven Eds. Vol. 28). New York Heidelberg Dordrecht London: Springer International Handbooks Of Education. https://doi.org/10.1007/978-1-4419-5546-3AZEVEDO, R., WITHERSPOON, A., CHAUNCEY, A., BURKETT, C., & FIKE, A. (2009). Metatutor A Metacognitive Tool For Enhancing Self Regulated Learning. Paper Presented At The AAAI Fall SymposiumBANDURA, A. (1989). Social Cognitive Theory. Annals Of Child Development, 6, 1-60.BANDURA, A. (1991). Social Cognitive Theory Of Moral Thought And Action. In I. W. M. K. J. & L. G. (Eds.) (Eds.), Handbook Of Moral Behavior And Development (Vol. Vol. 1, Pp. Pp. 45-103)). Stanford University: Hillsdale, NJ: Erlbaum.BANDURA, A. (2002). Social Cognitive Theory In Cultural Context. Applied Psychology, 51(2), 269-290. Doi: 10.1111/1464-0597.00092 https://doi.org/10.1111/1464-0597.00092BANDURA, A., & JOURDEN, F. J. (1991). Self-Regulatory Mechanisms Governing The Impact Of Social Comparison On Complex Decision Making. Journal Of Personality And Social Psychology, 60(6), 941-951. Doi: 10.1037//0022-3514.60.6.941 https://doi.org/10.1037//0022-3514.60.6.941BRANDA, L. (1990). Implementing Problem-Based Learning. Journal Of Dental Education, 54(9), 548-549.BROWN. (2007). The Use Of Learning Styles In Adaptive Hypermedia. (Doctor Of Philosophy), The University Of Nottingham, School Of Computer Science & IT.BROWN, E., CrIstea, A., STEWART, C., & BRAILSFORD, T. (2005). Patterns In Authoring Of Adaptive Educational Hypermedia: A Taxonomy Of Learning Styles. Educational Technology & Society, 8(3), 77-90.CASSIDY, S. (2004). Learning Styles: An Overview Of Theories, Models And Measures. Educational Psychology, 24(4), 419-444. https://doi.org/10.1080/0144341042000228834CASSIDY, S. (2006). Learning Style And Student Self-Assessment Skill. Education & Training, 48(2/3), 170-177. https://doi.org/10.1108/00400910610651791CHANG, M. (2007). Enhancing Web-Based Language Learning Through Self-Monitoring. Journal Of Computer Assisted Learning, 23(3), 187-196. Doi:10.1111/J.1365-2729.2006.00203.X https://doi.org/10.1111/j.1365-2729.2006.00203.xCHOU, H.-W. (2001). Influences Of Cognitive Style And Training Method On Training Effectiveness. Computers & Education, 37(1), 11-25. Doi:10.1016/S0360-1315(01)00028-8 https://doi.org/10.1016/S0360-1315(01)00028-8CURRY, L. (1983). An Organization Of Learning Styles Theory And Constructs. Paper Presented At The American Educational Research Asociation, Montreal, Canadá.CURRY, L. (1990). Learning Styles In Secondary Schols: A Review Of Instruments And Implications For Their Use. (Pp. 64). Wisconsin Center For Education Research: University Of Wisconsin-Madison.DE BRUIN, A. B. H., & VAN GOG, T. (2012). Improving Self-Monitoring And Self-Regulation: From Cognitive Psychology To The Classroom. Learning And Instruction, 22(4), 245-252. Doi:10.1016/J.Learninstruc.2012.01.003 https://doi.org/10.1016/j.learninstruc.2012.01.003GRASHA, A. (1972). Observations On Relating Teaching Goals To Student Response Styles And Classroom Methods. American Psychologist, 27(2), 144-147. https://doi.org/10.1037/h0032741GRASHA, A. (2002a). The Dynamics Of One-On-One Teaching. College Teaching, 50(4), 139-146.GRASHA, A. (2002b). Teaching With Style University Of Cincinnati: Alliance Publishers.GRASHA, A., & YANGARBER, N. (2000). Integrating Teaching Styles And Learning Styles With Instructional Technology. College Teaching, 48(1), 2-10. https://doi.org/10.1080/87567550009596080GREENE, J., & AZEVEDO, R. (2007). A Theoretical Review Of Winne And Hadwin's Model Of Self-Regulated Learning: New Perspectives And Directions. Review Of Educational Research, 77(3), 334-372. Doi:10.3102/003465430303953 https://doi.org/10.3102/003465430303953GREENE, J., MOOS, D., & AZEVEDO, R. (2011). Self-Regulation Of Learning With Computer-Based Learning Environments. New Directions For Teaching And Learning, 126(126), 107-115. Doi:10.1002/TlGRIFFIN, T., WILEY, J., & SALAS, C. (2013). Supporting Effective Self-Regulated Learning: The Critical Role Of Monitoring. In R. Azevedo & V. Aleven (Eds.), International Handbook Of Metacognition And Learning https://doi.org/10.1007/978-1-4419-5546-3_2Technologies (Vol. 28, Pp. 19-34). New York: Springer International Handbooks Of EducationHEDERICH-MARTÍNEZ, C. (2004). Estilo cognitivo en la dimensión de independencia-dependencia de campo -influencias culturales e implicaciones para la educación-. (Doctorat), Universitat Autonoma De Barcelona, Bellaterra.HEDERICH-MARTÍNEZ, C. (2007). Estilo cognitivo en la dimensión de dependencia para la educación. Bogotá, Colombia: Universidad Pedagógica Nacional.HEDERICH-MARTÍNEZ, C. (2011). Rese-a de la tésis doctoral 'Aprendizaje autorregulado, estilo cognitivo y logro académico en ambientes computacionales'. Revista Colombiana De Educación, 60, 165-172.HEDERICH-MARTÍNEZ, C. (2013). Estilística educativa. Revista Colombiana de Educación, 64, 21-56. https://doi.org/10.17227/01203916.64rce21.56 https://doi.org/10.17227/1203916.rce6421HSU, P.-Y. (1989). Training College Students To Use Self-Monitoring Strategies In English Speech Class (Pp. 1-18): Chaoyang University Of Technology.LAN, W. Y. (2005). Self-Monitoring And Its Relationship With Educational Level And Task Importance. Educational Psychology, 25(1), 109-127. Doi: 10.1080/0144341042000294921 https://doi.org/10.1080/0144341042000294921LÓPEZ, O., HEDERICH-MARTÍNEZ, C., & CAMARGO, A. (2011). Estilo cognitivo y logro académico. Educacion y Educadores, 14(1), 67-82.LÓPEZ, O., HEDERICH-MARTÍNEZ, C., & CAMARGO, A. (2012). Logro en matemáticas, autorregulación del aprendizaje y estilo cognitivo. Suma Psicológica, 19(2), 39-50.MESSICK, S. (1993). The Matter Of Style- Manifestations Of Personality In Cognition, Learning And Teaching Research Report. Educational Testing Service: Princeton, New Jersey.MOOS, D., & AZEVEDO, R. (2008). 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