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

Jorge Martínez-Bernal; Luis B. Sanabria-Rodríguez; Omar López-Vargas

doi:10.19053/22160159.5221

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Martínez-Bernal, J., Sanabria-Rodríguez, L. B., & López-Vargas, O. (2016). Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina. Praxis &Amp; Saber, 7(14), 141–164. https://doi.org/10.19053/22160159.5221

Publicado: Jul 8, 2016

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https://doi.org/10.19053/22160159.5221

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PlumX

Número

Vol. 7 Núm. 14 (2016): Tecnologías de la Información y la Comunicación TIC

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Artículos

Términos de Licencia (VER)

Praxis & Saber usa la licencia https://creativecommons.org/licenses/by-nc/4.0/

Jorge Martínez-Bernal

Universidad Pedagógica Nacional (Bogotá – Colombia)

Luis B. Sanabria-Rodríguez

Universidad Pedagógica Nacional, (Bogotá – Colombia)

Omar López-Vargas

Universidad Pedagógica Nacional, (Bogotá – Colombia)

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 (VER)

Jorge Martínez-Bernal, Universidad Pedagógica Nacional (Bogotá – Colombia)

Estudiante de Doctorado

Luis B. Sanabria-Rodríguez, Universidad Pedagógica Nacional, (Bogotá – Colombia)

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

Omar López-Vargas, Universidad Pedagógica Nacional, (Bogotá – Colombia)

Doctor en Educación

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