Abridged ACRA Scale of Learning Strategies for University Students. – – Electronic Escalas de Estrategias de Aprendizaje [ACRA. Learning Strategy. Pereira S, Ramirez J. Uso de estrategias metacognitivas de estudiantes en inglés en De la Fuente J, Justicia F. Escala de estrategias de aprendizaje ACRA. Evaluación de estrategias de aprendizaje mediante la escala ACRA abreviada para estudiantes universitarios. Palabras clave: Estrategias de.

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In order to explore our results obtained by both procedures, and to analyze whether the apgendizaje of PEI are related to the LS scales used by the students, we carried out a series of hierarchical regression analyses. It is essential that further research be conducted with the current version of the scale so as to confirm its factor structure through confirmatory factor analysis procedures, which could also assess the adequacy of some items in which the factor loadings estratehias lower in this study.

Oficina de Publicaciones Oficiales de las Comunidades Europeas. Nevertheless, sometimes problems with data can generate confusion in the interpretation of analyses. The scree plot test was used, as suggested by Cattellas a means of analyzing the number of factors to be maintained Figure 1. Conventional methods of analysis for the study of relationships between variables are usually correlation or regression analyses Balluerka et al. Rehearsal strategies involve active repetition, both in speech and in writing, of what has been learning.

In addition, for the four age groups, the first two axes explain the total variability. The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. Escala de Estrategias de Aprendizaje, Acra.


Francisco Espinoza Silva – – Daena 4 1: The three factors identified, although they reveal considerable consistency, from the theoretical perspective, allowed only The following are examples of these items: Self-regulation and learning strategies.


The 20—21 and older than 24 years age groups behaved similarly. Further, the distribution of the scale used to evaluate LS is not homogeneous given that the students generally use LS and hence report this in the questionnaire, although they do not use all the LSs to the same degree, as this depends on gender and age. Author information Article notes Copyright and License information Disclaimer. Emotional intelligence and depressed mood in adolescence: Our results are partially consistent with the findings of this study.

This result is consistent with that obtained by Figueira with a Portuguese sample. Teaching and learning in the college classroom: Undoubtedly, this inconsistency in results reinforces the need for further studies aimed at improving the items or revising the definition of the construct.

Published online Oct Learning strategies and emotional regulation of pedagogy students. The points that represent the different LS, and which projections over the vector dimension-PEI are closer to the end of the arrow are taken esala indicate that they have higher percentages with respect to that dimension.

For women, high scores on cognitive, control, and learning support LS are related to high emotional attention, wscala dimensions such as study habits and learning support are related to adequate emotional repair.

Interamerican Journal of Psychology, 46 2 We used a multi-stage sampling method.


Psico, 42 1 Edit this record Mark as duplicate Export citation Find it on Scholar Request removal from index Translate to english Revision history. Some theorists classify learning strategies into two major groups: The organizational strategies are related to the structuring of the material to be learned, dividing it and relating its parts topics, hierarchies, network concepts, and of diagrams.

The universe was constituted by the students of 1st year of the career of Dentistry, of which there were selected pupils who shaped the sample and to whom there was applied the Scale of Strategies of Learning ACRA-Abbreviated for university pupils.

Abridged ACRA is divided into three dimensions: The following are some examples of the questions of the scale: We then introduced the dimensions of the TMMS as the predictive variables. The Impact Factor measures the average number of citations received in a particular year by papers published in the journal during the two receding years. Conceptual development and relations with academics outcomes.


This qcra also allows us to characterize data more precisely since it jointly analyses all the dimensions of the LS rather than using separate analyses as in the regression analysis. Emotional stress in medical students from the National Autonomous University of Mexico.

The angle that the respective items form between them, which evaluate different aspects of the PEI, allows us to estimate the degree of co-variation between the different aspects. Identify how much or how little you are learning. se

With respect to their academic year, Thus, teachers will be able to improve their didactic methodologies to help students to learn more effectively. July 29, ; Accepted: Recent studies have re-examined the factorial structure of this scale, indicating the need for the inclusion of two new scales: Emotional intelligence, following the model of Mayer and Saloveyp.

Specialists have embraced the challenge of identifying factors that promote quality of learning. However, these authors highlight that there is consensus among researchers that learning strategies involve the use of cognition and metacognition, and involve motivation, emotion, and student engagement in behaviors that increase the likelihood of obtaining success in learning.

In particular, it focuses on the meeting of educational psychology and the didactics of different subjects language, literature, mathematics, social science, experimental science, physical expression, musical expression and plastic expression, etc.

Participants in the 18—19 and 22—23 years age groups showed similar behavior.