Estrategias de aprendizaje y nominación sociométrica en estudiantes españoles

  1. Aparisi, David 2
  2. Inglés, Cándido J. 3
  3. García-Fernández, José M. 2
  4. Torregrosa, María S. 4
  5. Delgado, Beatriz 2
  6. Ruíz-Esteban, Cecilia 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  3. 3 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

  4. 4 Universidad Católica San Antonio
    info

    Universidad Católica San Antonio

    Murcia, España

    ROR https://ror.org/05b1rsv17

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Revista:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Ano de publicación: 2020

Volume: 13

Número: 1

Páxinas: 65-80

Tipo: Artigo

DOI: 10.30552/EJEP.V13I1.293 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: European journal of education and psychology

Obxectivos de Desenvolvemento Sustentable

Resumo

The aim of this study was to analyze the relationship between sociometric types, behavioral categories and use of learning strategies and study skills (Attitude, Motivation, Time Management, Anxiety, Concentration, Information Processing, Selecting Main Ideas, Aid Study Scale and Self-Assessment Strategies Scale) in a sample of 1349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. Methodology: the students' sociometric nomination was performed by the Programa Socio and for the analysis of learning strategies and study, the Learning and Skills Inventory Studies High School Version, (LASSI-HS, Weinstein and Palmer, 1990) was administered. Results show that students positively nominated by their peers obtained significantly higher scores on the use of learning strategies and study skills adaptive for learning. Sociometric types were found to be a significant predictor of the use of various learning strategies and study skills, as students positively nominated by their peers were more likely to achieve high scores on the use of appropriate learning strategies to study. These findings are discussed taking into account the effect size of the differences and their theoretical and practical implication.

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Fonte de datos: Dialnet