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v. 7 n. 14 (2016)
Tecnologías de la Información y la Comunicación TIC

Artículos

Relações entre logro de aprendizagem, automonitorização, estilo cognitivo e estilos de aprendizagem em estudantes de medicina

https://doi.org/10.19053/22160159.5221

Publicado 2016-07-08

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

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)

Resumo

Apresenta-se uma analise das relações que existem entre logro de aprendizagem, uso de automonitorização metacognitivo, estilo cognitivo (dimensão Dependência-Independência de Campo) e estilo de aprendizagem (Classificação de Grasha), em estudantes universitários. O estudo se realizou com uma população de 130 alunos da faculdade de medicina de 6º a 10º semestre em uma universidade de Bogotá, Colômbia. Utilizando a metodologia de correlações bivariadas procuram-se associações entre o promédio acadêmico alcançado pelos estudantes, a automonitorização metacognitiva, medido pelo questionário MSQL, os estilos cognitivos por médio do teste EFT e os estilos da aprendizagem reportados no inventario de Grasha. Os resultados mostraram correlações positivas do logro da aprendizagem com as variáveis: estilo cognitivo, uso de estratégias metacognitivas, estilos de aprendizagem competitivo e participativo, e correlações negativas com os estilos de aprendizagem evasivo e dependente. Igualmente, se encontraram outras correlações entre as variáveis de estudo que são discutidas no documento.

Palavras-chave

logro de aprendizagem, automonitorização, metacognição, estilo cognitivo, estilo aprendizagem.

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Biografia do Autor

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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