Análisis del Cuestionario de Estrategias de Aprendizaje Profundo: un estudio de caso con estudiantes de educación superior en Cataluña
DOI:
https://doi.org/10.1344/reire.46895Palabras clave:
aprendizaje autorregulado, estrategias de aprendizaje, educación superior, cuestionarioResumen
INTRODUCCIÓN. Encontrar un instrumento preciso para medir el aprendizaje autorregulado en la educación superior es una tarea compleja. En 2021, Panadero y colaboradores desarrollaron el Deep Learning Strategies Questionnaire (DLS-Q) para evaluar las estrategias de aprendizaje utilizadas por los estudiantes. En este estudio pretendemos comprobar la evidencia de validez del instrumento DLS-Q en lengua catalana. Además, exploramos si las creencias de los estudiantes sobre la asignatura y la experiencia previa en procesos de evaluación entre iguales tienen relación con sus habilidades de autorregulación del aprendizaje. MÉTODO. Participaron 475 estudiantes de educación superior de varios cursos de diversas facultades de una universidad catalana. RESULTADOS. Encontramos que todas las dimensiones de las estrategias de aprendizaje profundo muestran una correlación positiva significativa con las diferentes expectativas o creencias que los estudiantes expresan al inicio del curso. DISCUSIÓN. Como decidimos eliminar tres ítems de la versión original debido a su baja puntuación, proporcionamos una estructura de cuatro dimensiones para la versión del cuestionario de 27 ítems. Los ítems con baja puntuación concuerdan con los resultados de investigaciones anteriores en diferentes contextos educativos. Se discuten posibles explicaciones relacionadas con las prácticas docentes y el papel del profesorado como proveedor de feedback.
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Derechos de autor 2024 Ludmila Martins, Antoni Ruiz-Bueno
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