Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education

Undergraduate training continues to be a challenge to train entrepreneurial specialists with research-oriented attitudes. Depending on the level of func-tional development of the brain, the level of learning will be different in re-lation to chronological age. The ACRA learning strategies scales (Ro...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Ynés Phun-Pat, Carmen Chauca, Maritza Elizabeth Arones Mayurí, Olga Maria Curro-Urbano
Formato:	article
Lenguaje:	EN
Publicado:	Kassel University Press 2021
Materias:	acra adolescence brain development effective learning effectiveness Education L Information technology T58.5-58.64
Acceso en línea:	https://doaj.org/article/669237edda964b3490faea3f6eda78b7
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:669237edda964b3490faea3f6eda78b7
record_format	dspace
spelling	oai:doaj.org-article:669237edda964b3490faea3f6eda78b72021-12-02T19:40:51ZCognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education1863-038310.3991/ijet.v16i20.25167https://doaj.org/article/669237edda964b3490faea3f6eda78b72021-10-01T00:00:00Zhttps://online-journals.org/index.php/i-jet/article/view/25167https://doaj.org/toc/1863-0383Undergraduate training continues to be a challenge to train entrepreneurial specialists with research-oriented attitudes. Depending on the level of func-tional development of the brain, the level of learning will be different in re-lation to chronological age. The ACRA learning strategies scales (Román & Gallego, 2001) allow verifying the frequency, type of strategy and specific technique used by students, the coding strategies being the most important for effective performance throughout life; although there is an abbreviated and validated version of this scale applicable only at the university level by De la Fuente and Justicia (2003); In the study, the 2001 version of Román & Gallego is applied to analyze, according to age, the correspondence between the learning strategies used by the students with their academic performance, as well as to verify if there is a difference by gender, during a period of three years . Technical sheets and final grades of the students were also ap-plied; a multiple linear regression analysis; it is a mixed type investigation. It is observed that the Coding strategies are not used very frequently. In Aca-demic Performance (AR), only 7.85% of the students obtained a final score of 14 or more, the use score coinciding with scales that measure the same learning strategies. The type of strategies and the age (18-19 years) registered influence the RA and only the Acquisition strategies show a slight relation-ship with the RA. There is no gender relationship.Ynés Phun-PatCarmen ChaucaMaritza Elizabeth Arones MayuríOlga Maria Curro-UrbanoKassel University Pressarticleacraadolescencebrain developmenteffective learningeffectivenessEducationLInformation technologyT58.5-58.64ENInternational Journal of Emerging Technologies in Learning (iJET), Vol 16, Iss 20, Pp 35-50 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	acra adolescence brain development effective learning effectiveness Education L Information technology T58.5-58.64
spellingShingle	acra adolescence brain development effective learning effectiveness Education L Information technology T58.5-58.64 Ynés Phun-Pat Carmen Chauca Maritza Elizabeth Arones Mayurí Olga Maria Curro-Urbano Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education
description	Undergraduate training continues to be a challenge to train entrepreneurial specialists with research-oriented attitudes. Depending on the level of func-tional development of the brain, the level of learning will be different in re-lation to chronological age. The ACRA learning strategies scales (Román & Gallego, 2001) allow verifying the frequency, type of strategy and specific technique used by students, the coding strategies being the most important for effective performance throughout life; although there is an abbreviated and validated version of this scale applicable only at the university level by De la Fuente and Justicia (2003); In the study, the 2001 version of Román & Gallego is applied to analyze, according to age, the correspondence between the learning strategies used by the students with their academic performance, as well as to verify if there is a difference by gender, during a period of three years . Technical sheets and final grades of the students were also ap-plied; a multiple linear regression analysis; it is a mixed type investigation. It is observed that the Coding strategies are not used very frequently. In Aca-demic Performance (AR), only 7.85% of the students obtained a final score of 14 or more, the use score coinciding with scales that measure the same learning strategies. The type of strategies and the age (18-19 years) registered influence the RA and only the Acquisition strategies show a slight relation-ship with the RA. There is no gender relationship.
format	article
author	Ynés Phun-Pat Carmen Chauca Maritza Elizabeth Arones Mayurí Olga Maria Curro-Urbano
author_facet	Ynés Phun-Pat Carmen Chauca Maritza Elizabeth Arones Mayurí Olga Maria Curro-Urbano
author_sort	Ynés Phun-Pat
title	Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education
title_short	Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education
title_full	Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education
title_fullStr	Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education
title_full_unstemmed	Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education
title_sort	cognitive development, learning strategies and academic performance in the first stage of university education
publisher	Kassel University Press
publishDate	2021
url	https://doaj.org/article/669237edda964b3490faea3f6eda78b7
work_keys_str_mv	AT ynesphunpat cognitivedevelopmentlearningstrategiesandacademicperformanceinthefirststageofuniversityeducation AT carmenchauca cognitivedevelopmentlearningstrategiesandacademicperformanceinthefirststageofuniversityeducation AT maritzaelizabetharonesmayuri cognitivedevelopmentlearningstrategiesandacademicperformanceinthefirststageofuniversityeducation AT olgamariacurrourbano cognitivedevelopmentlearningstrategiesandacademicperformanceinthefirststageofuniversityeducation
_version_	1718376206240317440

Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education

Ejemplares similares