Department of Psychology, Faculty of Teacher Training College, University of Extremadura, 10071 Cáceres, Spain.
Int J Environ Res Public Health. 2020 Mar 12;17(6):1849. doi: 10.3390/ijerph17061849.
The educational models currently in use in higher education aim to make students active participants in their learning process, while the lecturer is seen more as a facilitator of the said process. Students' learning strategies (superficial approach-memorizing, deep approach-looking for meaning, and achievement approach-aimed at results) and their good practices are gaining in importance and the aim of this study is to identify university students' good practices, which are related to their learning strategies. To do so, our research covered 610 students from different science degree courses at the University of Extremadura who anonymously completed the University Students' Good Practice Inventory (IBPEU and the University students' Questionnaire to Evaluate Study and Learning Processes (CEPEA). The influence of context, understood here as the center or scientific field, was discarded. The factor 'Actively learning' was positively associated with the deep and achievement approaches; the factor 'Interaction with lecturers' was positively associated with the superficial approach and negatively with the deep approach; the factor 'Cooperative work' was also associated with the deep approach; while the achievement approach was positively associated with the factor 'Optimizing time' and negatively with 'respect for different capacities'. These associations are promising as good practices can be learnt and evaluated.
目前在高等教育中使用的教育模式旨在使学生成为学习过程的积极参与者，而讲师则更多地被视为该过程的促进者。学生的学习策略（浅层学习策略——死记硬背、深层学习策略——寻找意义、成就学习策略——追求结果）及其良好实践越来越受到重视，本研究旨在确定与学生学习策略相关的大学生良好实践。为此，我们的研究涵盖了来自埃斯特雷马杜拉大学不同科学学位课程的 610 名学生，他们匿名填写了大学生良好实践清单（IBPEU）和大学生评估学习和学习过程问卷（CEPEA）。这里的上下文被理解为中心或科学领域的影响被排除在外。“主动学习”因素与深层和成就学习策略呈正相关；“与讲师互动”因素与浅层学习策略呈正相关，与深层学习策略呈负相关；“合作工作”因素也与深层学习策略相关；而成就学习策略与“优化时间”因素呈正相关，与“尊重不同能力”因素呈负相关。这些关联很有希望，因为良好的实践可以被学习和评估。
