Analysing the Deep Learning Strategies Questionnaire: a case study with higher education students in Catalonia

Ludmila Martins; Antoni Ruiz-Bueno

doi:10.1344/reire.46895

Autors/ores

Ludmila Martins Universitat de Barcelona https://orcid.org/0000-0002-9527-4295
Antoni Ruiz-Bueno Universitat de Barcelona https://orcid.org/0000-0001-9651-3633

DOI:

https://doi.org/10.1344/reire.46895

Paraules clau:

aprenentatge autoregulat, estratègies d'aprenentatge, educació superior, qüestionari

Resum

INTRODUCCIÓ. Trobar un instrument precís per mesurar l’aprenentatge autoregulat en l’educació superior és una tasca complexa. El 2021, Panadero i altres col·laboradors van desenvolupar el Deep Learning Strategies Questionnaire (DLS-Q) per avaluar les estratègies d’aprenentatge utilitzades pels estudiants. En aquest estudi pretenem comprovar l’evidència de validesa de l’instrument DLS-Q en llengua catalana. A més, explorem si les creences dels estudiants sobre el tema i l’experiència prèvia en processos d’avaluació entre iguals tenen relació amb les seves habilitats d’aprenentatge d’autoregulació. MÈTODE. Hi van participar 475 estudiants d’educació superior de diversos cursos i facultats d’una universitat catalana. RESULTATS. Vam trobar que totes les dimensions de les estratègies d’aprenentatge profund mostren una correlació significativa i positiva amb les diferents expectatives o creences que els estudiants expressen a l’inici del curs. DISCUSSIÓ. Atès que vam decidir eliminar tres ítems de la versió original a causa de la seva baixa puntuació, proposem una estructura de quatre dimensions per a la versió del qüestionari de 27 ítems. Els ítems amb baixa puntuació són concordants amb els resultats d’investigacions prèvies en diferents contextos educatius. Parlem de possibles explicacions vinculades a les retroaccions (feedback) que proveeixen les pràctiques docents i el paper del professorat.

Biografies de l'autor/a

Ludmila Martins, Universitat de Barcelona

Departament de Didàctica i Organització Educativa, Facultat d'Educació, Universitat de Barcelona (España)

Antoni Ruiz-Bueno, Universitat de Barcelona

Departament de Mètodes d'Investigació i Diagnòstic en Educació, Facultat d'Educació, Universitat de Barcelona (España)

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