Bernardo Ana, Esteban María, Cervero Antonio, Cerezo Rebeca, Herrero Francisco Javier
Department of Psychology, University of Oviedo, Oviedo, Spain.
Front Psychol. 2019 Oct 10;10:2284. doi: 10.3389/fpsyg.2019.02284. eCollection 2019.
The implementation of the European higher education area (EHEA) is a true paradigm change in university education in which the student, with particular consideration given to autonomous work, takes the place of the teacher as the central element of the teaching-learning process. In this autonomous work, the strategies the students regularly use become particularly important, given the supposition that doing that work will lead to academic success. The objective of this study is to analyze the variables that influence students' expectations of success, measured through their intention to persist on the course they are doing. A questionnaire designed was given to a sample of 1037 university students. It included aspects related to reasons for choosing the course, institutional integration, use of self-regulation strategies, and intention to drop out. Data analysis allowed the identification of satisfaction with the course chosen and appropriate study skills acquired in secondary education as predictors of expectations of academic persistance, with some differences in terms of gender. Other strategies such as class attendance or going deeply into course content did not figure. These results are at odds with the principles underlying the EHEA and show that they have not yet been interiorized by the students, who continue to perceive their studies more traditionally.
欧洲高等教育区（EHEA）的实施是大学教育中一场真正的范式变革，在这场变革中，学生，尤其是考虑到自主学习，取代教师成为教学过程的核心要素。在这种自主学习中，鉴于学生进行这项学习有望取得学业成功，他们经常使用的策略就变得尤为重要。本研究的目的是分析那些影响学生成功期望的变量，这些变量通过他们坚持所学课程的意愿来衡量。一份设计好的问卷被发放给了1037名大学生样本。问卷包括与选课原因、融入学校、自我调节策略的使用以及退学意愿等相关的方面。数据分析确定了对所选课程的满意度以及在中等教育阶段获得的适当学习技能是学业坚持期望的预测因素，在性别方面存在一些差异。其他策略，如上课出勤或深入学习课程内容等则未体现出来。这些结果与EHEA的基本原则相悖，表明学生尚未将这些原则内化，他们仍然更传统地看待自己的学习。
