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Logro en matemáticas, autorregulación del aprendizaje y estilo cognitivo mathematics achievement, self-regulated learning and cognitive style
Omar López Vargas,Christian Hederich-Martínez,Ángela Camargo Uribe +2 more
- 01 Jan 2012
TL;DR: Vargas et al. as mentioned in this paper examined the relationship existente entre the logro en matematicas de estudiantes de secundaria, the uso de estrategias de aprendizaje autorregulado and the estilo cognitivo in the dimension dependencia-independencia de campo.
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Abstract: RESUMEN En el presente trabajo se examina la relacion existente entre el logro en matematicas de estudiantes de secundaria, el uso de estrategias de aprendizaje autorregulado y el estilo cognitivo en la dimension dependencia-independencia de campo. En el estudio participaron 128 estudiantes de grado decimo de un colegio oficial de Bogota, Colombia. Se utilizo el cuestionario MSLQ para medir la capacidad de autorregulacion del aprendizaje y la prueba EFT para medir el estilo cognitivo de los estudiantes en la dimension de dependencia-independencia de campo. El logro en matematicas estuvo indicado por las evaluaciones obtenidas por los estudiantes durante el ano escolar. Los resultados mostraron que el aprendizaje autorregulado y el estilo cognitivo se relacionan de forma independiente con el logro de aprendizaje. Adicionalmente, se constato la presencia de relaciones complejas entre autorregulacion del aprendizaje y estilo cognitivo en la dimension estudiada. La correspondencia relacionada con este articulo puede ser dirigida a Omar Lopez Vargas, correo electronico: olopezv@pedagogica.edu.co; Christian Hederich-Martinez, correo electronico: hederich@pedagogica.edu.co, o Angela Camargo Uribe, correo electronico: acamargo@pedagogica.edu.co.
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Citations
Estilo cognitivo en la dimensión de independencia-dependencia de campo
Christian Hederich Martínez,Santiago Estaún i Ferrer +1 more
- 01 Jan 2005
TL;DR: The present trabajo constituye una reflexion sobre un conjunto de investigaciones realizadas durante cerca de 15 anos sobre el tema del estilo cognitivo in the dimension of dependencia-independencia de campo (DIC) sobre muestras de poblacion colombiana as discussed by the authors.
Aprendizaje basado en la evaluación mediante rúbricas en educación superior
TL;DR: In this article, the authors analyzed the relationship between self-regulated learning and the use of rubrics and found that there were no significant differences between the two types of feedback, although a tendency toward a difference in averages and less scattering were observed.
Desarrollo de la autorregulación del aprendizaje en educación secundaria y media superior ante la contingencia de la covid-19
Javier Fernández de Castro,Leticia Nayeli Ramírez Ramírez,Luz María Rojas Muñoz +2 more
- 01 Jan 2021
TL;DR: In this paper, a non-experimental and longitudinal study was conducted to determine if the degree of self-regulation of the learning of students of middle and high school education suffered any significant change due to the COVID-19 pandemic.
Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina
TL;DR: In this article, an analisis of the relation between logro de aprendizaje, uso de automonitoreo metacognitivo, estilo cognitivo (dimension Dependencia- Independencia de Campo) and estilo de aprenderíe (Clasificacion de Grasha), in estudiantes universitarios.
El estilo cognitivo y la fijación de metas de aprendizaje en ambientes computacionales
TL;DR: In this paper, a traves of evaluaciones realizadas en el escenario computacional of a colegio oficial de Bogota were used to investigate the influence of the EFT on the logro de aprendizaje esperado en estudiantes de secundaria.
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