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http://hdl.handle.net/11531/82274
Título : | Learning approaches and high-impact educational practices at university: a proposal for a reduced scale of the student process questionnaire |
Autor : | Muñoz San Roque, Isabel Aza Blanc, Gonzalo Hernández Arriaza, Marta Prieto Navarro, Leonor |
Fecha de publicación : | 25-ago-2023 |
Resumen : | . Research on the relationship between learning approaches and variables such as the perceived impact of some university activities is limited. The present study proposes a reduced Student Process Questionnaire (SPQ) to relate learning approaches to high-impact educational practices (HIEPs). The sample consisted of 893 first and final-year university students of different degrees. As expected, the subscales correlate academic self-concept and self-efficacy positively with the deep approach, and negatively with the surface approach. The results show that students who maintain a deep learning approach obtain a more significant impact on their personal and professional development by HIEPs (especially conferences, workshops and service-learning activities). Women have a lower surface approach and social and humanities students have higher levels of the deep approach. |
Descripción : | Artículos en revistas |
URI : | https://doi.org/10.1080/14703297.2023.2251447 |
ISSN : | 1470-3297 |
Aparece en las colecciones: | Artículos |
Ficheros en este ítem:
Fichero | Tamaño | Formato | |
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Learning approaches.pdf | 560,92 kB | Adobe PDF | Visualizar/Abrir Request a copy |
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