Personal and Instructional Variables Related to the Learning Process in Postgraduate Courses

  1. Ana Pereles 1
  2. José Carlos Núñez 1
  3. Celestino Rodríguez 1
  4. Estrella Fernández 1
  5. Pedro Rosário 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidad de Minho (Portugal)
Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2020

Volumen: 32

Número: 4

Páginas: 525-532

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2020.189 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Objetivos de desarrollo sostenible

Resumen

Antecedentes: en el presente estudio se pretendió analizar la relación entre diferentes características del estudiante (género, el motivo de la realización del máster y la especialidad realizada) y del contexto instruccional (percepción de la calidad del proceso instruccional recibido) y las características del proceso de estudio (estrategias de aprendizaje utilizadas y enfoque de estudio) en los estudios de postgrado. Método: 621 estudiantes contestaron al Motivated Startegies for Learning Questionnaire, al Inventario de Procesos de Estudio, al Inventario de Procesos de Autorregulación del Aprendizaje y a un cuestionario construido ad hoc sobre procesos instruccionales. Resultados: los datos obtenidos muestran diferencias importantes en la implicación de hombres y mujeres en su formación de postgrado. Asimismo, también sugieren que únicamente cuando se accede a los estudios de postgrado por motivos vocacionales y, una vez dentro, se tiene lugar un proceso instruccional de calidad está garantizado que los estudiantes prioricen procesos de aprendizaje profundo (e.g., significativo, comprensivo) sobre el uso de un enfoque de estudio superficial (e.g., memorístico, sumativo). Conclusiones: se concluye que los resultados obtenidos pueden tener interés para el diseño de la política educativa universitaria de postgrado, de cara al proceso de selección tanto de los estudiantes y como del profesorado.

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Información de financiación

This work was partially funded by the European Regional Development Funds (European Union and Principality of Asturias) through the Science, Technology and Innovation Plan (GRUPIN14-100, GRUPIN14-053 and FC-GRUPIN-IDI/2018/000199).

Financiadores

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