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Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina

Resumen

Se presenta un análisis de las relaciones que existen entre logro de aprendizaje, uso de automonitoreo metacognitivo, estilo cognitivo (dimensión Dependencia- Independencia de Campo) y estilo de aprendizaje (Clasificación de Grasha), en estudiantes universitarios. El estudio se realizó con una población de 130 alumnos de una facultad de medicina de 6º a 10º semestre en una universidad en Bogotá, Colombia. Utilizando la metodología de correlaciones bivariadas se buscaron asociaciones entre el promedio académico alcanzado por los estudiantes, el automonitoreo metacognitivo, medido con el cuestionario MSQL, los estilos cognitivos por medio de la prueba EFT y los estilos de aprendizaje reportados en el inventario de Grasha. Los resultados mostraron correlaciones positivas del logro de aprendizaje con las variables: estilo cognitivo, uso de estrategias metacognitivas, estilos de aprendizaje competitivo y participativo, y correlaciones negativas con los estilos de aprendizaje evasivo y dependiente. De igual forma se encontraron otras correlaciones entre las variables de estudio que son discutidas en el documento.

Palabras clave

logro de aprendizaje, automonitoreo, metacognición, estilo cognitivo, estilo aprendizaje

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Biografía del autor/a

Jorge Martínez-Bernal

Estudiante de Doctorado

Luis B. Sanabria-Rodríguez

Doctor en Educación Universidad Pedagógica Nacional, (Bogotá – Colombia)

Omar López-Vargas

Doctor en Educación


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