Montserrat Marugán, Luis Jorge Martín, Javier Catalina, José María Román
{"title":"大学生内容阐述的认知策略与性质","authors":"Montserrat Marugán, Luis Jorge Martín, Javier Catalina, José María Román","doi":"10.5093/ed2013a3","DOIUrl":null,"url":null,"abstract":"<div><p>The use of learning strategies by university students, and particularly of cognitive elaboration strategies, is a very important differential factor to explain academic performance. The aim of this study is to identify whether there is a preferential use of such strategies that may vary as a function of the nature of the contents and other moderator variables. In this study, we carry out a theoretical review of the topic and analyze the differential use of information “elaboration strategies” by university students as a function of the nature of knowledge, year, and gender. The sample consists of 544 students (40% males, 60% females) who study Experimental Sciences, Technical Studies, and Social and Juridical Sciences. Their mean age is 22.5 years and they are registered in the intermediate or final grades. The results show a medium level in the use of cognitive elaboration strategies and noticeable differences as a function of the variables under study.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5093/ed2013a3","citationCount":"27","resultStr":"{\"title\":\"Estrategias cognitivas de elaboración y naturaleza de los contenidos en estudiantes universitarios\",\"authors\":\"Montserrat Marugán, Luis Jorge Martín, Javier Catalina, José María Román\",\"doi\":\"10.5093/ed2013a3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The use of learning strategies by university students, and particularly of cognitive elaboration strategies, is a very important differential factor to explain academic performance. The aim of this study is to identify whether there is a preferential use of such strategies that may vary as a function of the nature of the contents and other moderator variables. In this study, we carry out a theoretical review of the topic and analyze the differential use of information “elaboration strategies” by university students as a function of the nature of knowledge, year, and gender. The sample consists of 544 students (40% males, 60% females) who study Experimental Sciences, Technical Studies, and Social and Juridical Sciences. Their mean age is 22.5 years and they are registered in the intermediate or final grades. The results show a medium level in the use of cognitive elaboration strategies and noticeable differences as a function of the variables under study.</p></div>\",\"PeriodicalId\":45361,\"journal\":{\"name\":\"Psicologia Educativa\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2013-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.5093/ed2013a3\",\"citationCount\":\"27\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psicologia Educativa\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1135755X13700034\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia Educativa","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1135755X13700034","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Estrategias cognitivas de elaboración y naturaleza de los contenidos en estudiantes universitarios
The use of learning strategies by university students, and particularly of cognitive elaboration strategies, is a very important differential factor to explain academic performance. The aim of this study is to identify whether there is a preferential use of such strategies that may vary as a function of the nature of the contents and other moderator variables. In this study, we carry out a theoretical review of the topic and analyze the differential use of information “elaboration strategies” by university students as a function of the nature of knowledge, year, and gender. The sample consists of 544 students (40% males, 60% females) who study Experimental Sciences, Technical Studies, and Social and Juridical Sciences. Their mean age is 22.5 years and they are registered in the intermediate or final grades. The results show a medium level in the use of cognitive elaboration strategies and noticeable differences as a function of the variables under study.
期刊介绍：
La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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