Learning Approaches in the University: A study case
This paper shows the results of a research about Learning Approaches on 157 students from the Psychopedagogy and Sciences of Education courses from the School of Psychology and Education of the Pontifical Catholic University (Pontificia Universidad Católica), Buenos Aires, Argentina. The Biggs-Herná...
Ausführliche Beschreibung
Autor*in: |
María del Carmen Aguilar Rivera [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Englisch ; Spanisch |
Erschienen: |
2019 |
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Schlagwörter: |
características de estudiantes, motivación de logro académico, estudiantes universitarios |
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Übergeordnetes Werk: |
In: Revista de Psicología - Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía, 2023, 6(2019), 11, Seite 67-86 |
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Übergeordnetes Werk: |
volume:6 ; year:2019 ; number:11 ; pages:67-86 |
Links: |
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DOAJ087679450 |
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(DE-627)DOAJ087679450 (DE-599)DOAJ2d247954b5de488786948fa492602bd0 DE-627 ger DE-627 rakwb eng spa BF1-990 María del Carmen Aguilar Rivera verfasserin aut Learning Approaches in the University: A study case 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper shows the results of a research about Learning Approaches on 157 students from the Psychopedagogy and Sciences of Education courses from the School of Psychology and Education of the Pontifical Catholic University (Pontificia Universidad Católica), Buenos Aires, Argentina. The Biggs-Hernández Pina’s Study Process Questionnaire (SPQ) was used. In the group under study, the predominance of the Surface, Deep and Achieving approaches were analyzed. The analysis differentiated the students’ level in the university course (Psychopedagogy). From the conclusions, orientation activities addressed to teachers were carried out in order to optimize the action of education. características de estudiantes, motivación de logro académico, estudiantes universitarios Psychology In Revista de Psicología Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía, 2023 6(2019), 11, Seite 67-86 (DE-627)DOAJ087194198 24692050 nnns volume:6 year:2019 number:11 pages:67-86 https://doaj.org/article/2d247954b5de488786948fa492602bd0 kostenfrei https://erevistas.uca.edu.ar/index.php/RPSI/article/view/2490 kostenfrei https://doaj.org/toc/1669-2438 Journal toc kostenfrei https://doaj.org/toc/2469-2050 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_342 AR 6 2019 11 67-86 |
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This paper shows the results of a research about Learning Approaches on 157 students from the Psychopedagogy and Sciences of Education courses from the School of Psychology and Education of the Pontifical Catholic University (Pontificia Universidad Católica), Buenos Aires, Argentina. The Biggs-Hernández Pina’s Study Process Questionnaire (SPQ) was used. In the group under study, the predominance of the Surface, Deep and Achieving approaches were analyzed. The analysis differentiated the students’ level in the university course (Psychopedagogy). From the conclusions, orientation activities addressed to teachers were carried out in order to optimize the action of education. |
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This paper shows the results of a research about Learning Approaches on 157 students from the Psychopedagogy and Sciences of Education courses from the School of Psychology and Education of the Pontifical Catholic University (Pontificia Universidad Católica), Buenos Aires, Argentina. The Biggs-Hernández Pina’s Study Process Questionnaire (SPQ) was used. In the group under study, the predominance of the Surface, Deep and Achieving approaches were analyzed. The analysis differentiated the students’ level in the university course (Psychopedagogy). From the conclusions, orientation activities addressed to teachers were carried out in order to optimize the action of education. |
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This paper shows the results of a research about Learning Approaches on 157 students from the Psychopedagogy and Sciences of Education courses from the School of Psychology and Education of the Pontifical Catholic University (Pontificia Universidad Católica), Buenos Aires, Argentina. The Biggs-Hernández Pina’s Study Process Questionnaire (SPQ) was used. In the group under study, the predominance of the Surface, Deep and Achieving approaches were analyzed. The analysis differentiated the students’ level in the university course (Psychopedagogy). From the conclusions, orientation activities addressed to teachers were carried out in order to optimize the action of education. |
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The Biggs-Hernández Pina’s Study Process Questionnaire (SPQ) was used. In the group under study, the predominance of the Surface, Deep and Achieving approaches were analyzed. The analysis differentiated the students’ level in the university course (Psychopedagogy). From the conclusions, orientation activities addressed to teachers were carried out in order to optimize the action of education.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">características de estudiantes, motivación de logro académico, estudiantes universitarios</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Psychology</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Revista de Psicología</subfield><subfield code="d">Pontificia Universidad Católica Argentina. 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