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      Intervention in Learning Strategies: Study with New University Students Translated title: Intervención en Estrategias de Aprendizaje: Estudio con Universitarios Ingresantes Translated title: Intervenção em Estratégias de Aprendizagem: Estudo com Universitários Ingressantes

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          Abstract

          Abstract Psychoeducational intervention programs in higher education can contribute to academic success. This research aimed to verify the effects of a program for the development of learning strategies in university students. The design used was quasi-experimental, with pre-test, intervention and three post-tests. 83 students participated, of which 59 were from the Control Group and 24 from the Experimental Group. It was used in the pre-test and post-tests the Learning Strategies Scale for University Students (LSS-US). The results in the post-tests revealed qualitative but not quantitative differences. The data allowed us to reflect on the impact of enrollment in higher education and to confirm the need to teach self-regulated learning strategies from the first year of graduation. The lack of previous knowledge, high expectations, as well as the number of intervention sessions were variables that possibly interfered in the results, not allowing, from a statistical point of view, a significant increase in the scale scores.

          Translated abstract

          Resumen Los programas de intervención psicoeducativa en la enseñanza superior pueden contribuir al éxito académico. Esta investigación tuvo como objetivo verificar los efectos de un programa para el desarrollo de estrategias de aprendizaje en universitarios. El delineamiento utilizado fue casi-experimental, con prueba previa, intervención y tres pruebas posteriores. Participaron de la investigación 83 estudiantes, siendo 59 del Grupo Control y 24 del Grupo Experimental. Se utilizó en las pruebas previas y posteriores la Escala de Estrategias de Aprendizaje para Universitarios (EEA-U). Los resultados en las pruebas posteriores revelaron diferencias cualitativas, pero no cuantitativas. Los datos permitieron reflexionar sobre el impacto del ingreso en la enseñanza superior y confirmar la necesidad de enseñar estrategias de aprendizaje autorreguladas desde el primer año del grado. La falta de conocimientos previos, las altas expectativas, así como el número de sesiones de intervención fueron variables que posiblemente interfirieron en los resultados, no permitiendo, desde el punto de vista estadístico, el aumento significativo en los escores de la escala.

          Translated abstract

          Resumo Programas de intervenção psicoeducacional no ensino superior podem contribuir para o sucesso acadêmico. Esta pesquisa teve como objetivo verificar os efeitos de um programa para o desenvolvimento de estratégias de aprendizagem em universitários. O delineamento usado foi quase-experimental, com pré-teste, intervenção e três pós-testes. Participaram da pesquisa 83 estudantes, sendo 59 do Grupo Controle e 24 do Grupo Experimental. Foi utilizada no pré e pós-testes a Escala de Estratégias de Aprendizagem para Universitários (EEA-U). Os resultados nos pós-testes revelaram diferenças qualitativas, mas não quantitativas. Os dados permitiram refletir sobre o impacto do ingresso no ensino superior e confirmar a necessidade de se ensinar estratégias de aprendizagem autorreguladas, desde o primeiro ano da graduação. A falta de conhecimentos prévios, as altas expectativas, bem como o número de sessões de intervenção foram variáveis que possivelmente interferiram nos resultados, não permitindo, do ponto de vista estatístico, o aumento significativo nos escores da escala.

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          Most cited references 17

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          Motivation, learning strategies, participation and medical school performance.

          Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learning activities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance. This study aimed to test and cross-validate a hypothesised model of relationships among motivational beliefs (value and self-efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school. Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs and learning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students' average Year 1 course examination grades. Structural equation modelling was used to analyse the data. Participation and self-efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deep learning strategies were negatively associated with Year 1 performance (β =- 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross-validated in the 2009 cohort. This study suggests that participation mediates the relationships between motivation and learning strategies, and medical school performance. However, participation and self-efficacy beliefs also made unique contributions towards performance. Encouraging participation and strengthening self-efficacy may help to enhance medical student performance. © Blackwell Publishing Ltd 2012.
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            Metacognitive awareness of learning strategies in undergraduates

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              Implementation of training programs in self-regulated learning strategies in Moodle format: results of a experience in higher education.

              This paper tests the efficacy of an intervention program in virtual format intended to train studying and self-regulation strategies in university students. The aim of this intervention is to promote a series of strategies which allow students to manage their learning processes in a more proficient and autonomous way. The program has been developed in Moodle format and hosted by the Virtual Campus of the University of Oviedo. The present study had a semi-experimental design, included an experimental group (n=167) and a control one (n=206), and used pretest and posttest measures (self-regulated learning strategies' declarative knowledge, self-regulated learning macro-strategy planning-execution-assessment, self-regulated learning strategies on text, surface and deep learning approaches, and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge, general and on text use of learning strategies, increased their deep approach to learning, decreased their use of a surface approach and, in what concerns to academic achievement, statistically significant differences have been found in favour of the experimental group.
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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Journal
                paideia
                Paidéia (Ribeirão Preto)
                Paidéia (Ribeirão Preto)
                Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia (Ribeirão Preto, SP, Brazil )
                0103-863X
                1982-4327
                January 2019
                : 28
                : 0
                Affiliations
                Itajubá Minas Gerais orgnameCentro Universitário de Itajubá Brazil
                Campinas São Paulo orgnameUniversidade São Francisco Brazil
                S0103-863X2018000100613
                10.1590/1982-4327e2839

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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                Figures: 0, Tables: 0, Equations: 0, References: 20, Pages: 0
                Product
                Product Information: SciELO Brazil
                Categories
                Psychological Evaluation

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