Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education
DOI:
https://doi.org/10.3991/ijet.v16i20.25167Keywords:
ACRA, Adolescence, Brain development, Effective learning, EffectivenessAbstract
Undergraduate training continues to be a challenge to train entrepreneurial specialists with research-oriented attitudes. Depending on the level of func-tional development of the brain, the level of learning will be different in re-lation to chronological age. The ACRA learning strategies scales (Román & Gallego, 2001) allow verifying the frequency, type of strategy and specific technique used by students, the coding strategies being the most important for effective performance throughout life; although there is an abbreviated and validated version of this scale applicable only at the university level by De la Fuente and Justicia (2003); In the study, the 2001 version of Román & Gallego is applied to analyze, according to age, the correspondence between the learning strategies used by the students with their academic performance, as well as to verify if there is a difference by gender, during a period of three years . Technical sheets and final grades of the students were also ap-plied; a multiple linear regression analysis; it is a mixed type investigation. It is observed that the Coding strategies are not used very frequently. In Aca-demic Performance (AR), only 7.85% of the students obtained a final score of 14 or more, the use score coinciding with scales that measure the same learning strategies. The type of strategies and the age (18-19 years) registered influence the RA and only the Acquisition strategies show a slight relation-ship with the RA. There is no gender relationship.
Downloads
Published
How to Cite
Issue
Section
License
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.