Browsing by Subject "Cognitive Strategies"

Now showing 1 - 2 of 2
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    Estrategias cognitivas que utilizan hombres y mujeres para tomar decisiones en contexto cotidianos
    (Universidad de Murcia. Servicio de Publicaciones, 2007-01-01) Buendía Eisman, Leonor; Olmedo Moreno, Eva María; González Gijón, Gracia; Pegalajar Moral, Marciana
    Este es un estudio de casos de dos mujeres. La finalidad del mismo es identificar las estrategias cognitivas que utilizan cuando toman decisiones, al realizar "tareas cotidianas", en contextos no formales. Tuvimos en cuenta dos aspectos; por un lado las características de los casos seleccionados que difieren en aspectos personales y académicos, y por otro, las decisiones que toman en la tarea cotidiana de "hacer la compra". Analizadas las entrevistas en profundidad y los videos realizados, se identificaron las estrategias empleadas en estas situaciones
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    Impact of learning strategies on psychological well-being, academic performance, and physical education outcomes among university students: A case study at Hanoi Metropolitan University, Vietnam
    (Universidad de Murcia. Servicio de Publicaciones, ) Kien, Phan Trung; Khanh, Mai Quoc; Tinh, Tran Trung
    This study examined the impact of learning strategies on psychological well-being, academic performance, and physical education outcomes among university students at Hanoi Metropolitan University, Vietnam. Using a mixed-methods approach, quantitative data were collected from 500 students via structured surveys, while qualitative insights were gathered through semi-structured interviews with 25 participants. Quantitative findings reveal that students employing cognitive and metacognitive strategies, such as goal-setting, self-monitoring, and elaboration, achieved significantly higher GPAs, reported lower stress levels, and exhibited greater engagement in physical education activities compared to those with minimal strategy use. High strategy users had an average GPA of 3.72 and stress levels of 12.8 (GHQ-28), outperforming low strategy users, whose respective averages were 2.98 and 18.4. Qualitative data further highlighted the transformative role of adaptive strategies in managing academic responsibilities and mitigating stress. High strategy users reported feeling more organized, confident, and motivated, both academically and physically, by setting clear goals and tracking progress. In contrast, low strategy users often described challenges related to procrastination, disorganization, and lack of motivation, which negatively impacted their academic and physical engagement. These findings provide empirical evidence supporting the inclusion of learning strategies in educational policies to enhance student well-being, performance, and physical education outcomes.