Estrategias de aprendizaje y rendimiento académico en estudiantes universitarios
ISSN: 1577-7057
Año de publicación: 2008
Volumen: 8
Número: 3
Páginas: 401-412
Tipo: Artículo
Otras publicaciones en: International journal of psychology and psychological therapy
Resumen
In this study, we analysed the relationship between the use of learning strategies and academic achievement using three different indicators: The attempt rate (credits attempted over credits registered for), the efficiency rate (credits passed over credits registered for), and success rate (credits passed over credits attempted). The results obtained from a sample of 749 university students show differences according to the indicator used. Whereas the attempt and efficiency rate are related to the use of strategies that promote self-regulated learning, the success rate, as well as being related to these strategies, is also related to a deeper cognitive processing and the search for the applicability of the material being studied. These results are discussed in connection with previous research and their implication for university teaching.