Publication: Factores Asociados a las Estrategias de Aprendizaje en Estudiantes Universitarios con y sin trabajo remunerado
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Date
2021
Authors
Garrote Rojas, Daniel ; Jiménez-Fernández, Sara ; Ritacco Real, Paola
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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Description
Abstract
El trabajo de investigación que a continuación se describe pretende dar a conocer las diferentes estrategias de aprendizaje utilizadas por los estudiantes universitarios para afrontar las asignaturas, así como, las diferencias que pudieran darse entre los estudiantes que a la vez que cursan las asignaturas están trabajando y los que no trabajan. La muestra tiene una edad promedio de 22 años, con una mayoría de sujetos femeninos 92% frente a los masculinos y pertenecen a los cursos académicos 2017/18 y 2018/19 en la Universidad de Castilla-La Mancha, utilizando el Cuestionario de Estrategias de Aprendizaje y Motivación (CEAM II). Los resultados muestran diferencias en cinco subescalas: elaboración, aprovechamiento del tiempo-concentración, ayuda, constancia y autointerrogación. Los estudiantes que compatibilizan su formación universitaria con un trabajo retribuido y los estudiantes sin trabajo retribuido. Obteniéndose mayores puntuaciones medias para los sujetos que trabajan en seis de las siete subescalas frente a los que no trabajan, que obtuvieron mayor puntuación media en la subescala ayuda.
The research work that is described below aims to present the different learning strategies used by university students to face the subjects, as well as the differences that could between the students who, while they are studying the subjects, are working and those who don’t work. The sample has an average age of 22 years, with a majority of female subjects 92% compared to males and belong to the academic years 2017/18 and 2018/19 at the University of Castilla-La Mancha, using the Questionnaire on Strategies of Learning and Motivation (CEAM II). The results show differences in five subscales: elaboration, use of time-concentration, help, perseverance and self-examination. Students who combine their university education with paid work and students without paid work. Obtaining higher mean scores for the subjects who work in six of the seven subscales compared to those who don’t work, who obtained a higher average score in the help subscale.
The research work that is described below aims to present the different learning strategies used by university students to face the subjects, as well as the differences that could between the students who, while they are studying the subjects, are working and those who don’t work. The sample has an average age of 22 years, with a majority of female subjects 92% compared to males and belong to the academic years 2017/18 and 2018/19 at the University of Castilla-La Mancha, using the Questionnaire on Strategies of Learning and Motivation (CEAM II). The results show differences in five subscales: elaboration, use of time-concentration, help, perseverance and self-examination. Students who combine their university education with paid work and students without paid work. Obtaining higher mean scores for the subjects who work in six of the seven subscales compared to those who don’t work, who obtained a higher average score in the help subscale.
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