Learning styles and achievement goals in college students during the COVID-19 pandemic

Detalhes bibliográficos
Autor(a) principal: Roque Herrera, Yosbanys
Data de Publicação: 2021
Outros Autores: Cañas Lucendo, Manuel, Alonso García, Santiago, Curay Yaulema, Carmen Elisa
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Texto livre
Texto Completo: https://periodicos.ufmg.br/index.php/textolivre/article/view/33988
Resumo: The purpose of this article is to determine the relationship between learning styles and achievement motivation in students of the Faculty of Health Sciences of the National University of Chimborazo, enrolled during the Covid-19 pandemic period. A cross-sectional, non-experimental, and correlational research with a quantitative approach was developed. 1326 students participated, 1,300 from the Faculty of Health Sciences of the National University of Chimborazo (UNACH), Ecuador and 26 from Education majors from the University of Granada, Spain. Data was collected from the application of the Kolb Model Learning Styles Questionnaire and the Attributional Achievement Motivation Scale. The mean age of the studied population was 20.44 years. The arithmetic means of the scores assigned to the achievement goal factors ranged from 4.25 to 5.34, the last value corresponding to that related to effort. 54.2% of the students showed a divergent learning style. The P values of bilateral significance were from 0.761 to 0.962, showing that there was no correlation between the learning styles and the factors of the investigated achievement goals. The participants whose age ranged between 18 and 28 years were mostly female, most of these ones corresponded to the female gender. Students who assigned a value of 4 or 5 to the factors of the achievement goals studied prevailed. The learning style was dependent on the major and the semester, and the divergent predominated among the participants in five of the seven careers involved. There was no statistical relationship between the learning styles and the factors of the achievement goals investigated.
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spelling Learning styles and achievement goals in college students during the COVID-19 pandemicEstilos de aprendizaje y metas de logro en estudiantes universitarios durante la pandemia de COVID-19Estilos de aprendizagem e metas de realização de estudantes universitários durante a pandemia do COVID-19Estilos de aprendizagemEnsino superiorObjetivos de realizaçãoCOVID-19Estilos de aprendizajeEducación superiorMetas de logroCOVID-19Learning stylesHigher educationAchievement goalsCOVID-19The purpose of this article is to determine the relationship between learning styles and achievement motivation in students of the Faculty of Health Sciences of the National University of Chimborazo, enrolled during the Covid-19 pandemic period. A cross-sectional, non-experimental, and correlational research with a quantitative approach was developed. 1326 students participated, 1,300 from the Faculty of Health Sciences of the National University of Chimborazo (UNACH), Ecuador and 26 from Education majors from the University of Granada, Spain. Data was collected from the application of the Kolb Model Learning Styles Questionnaire and the Attributional Achievement Motivation Scale. The mean age of the studied population was 20.44 years. The arithmetic means of the scores assigned to the achievement goal factors ranged from 4.25 to 5.34, the last value corresponding to that related to effort. 54.2% of the students showed a divergent learning style. The P values of bilateral significance were from 0.761 to 0.962, showing that there was no correlation between the learning styles and the factors of the investigated achievement goals. The participants whose age ranged between 18 and 28 years were mostly female, most of these ones corresponded to the female gender. Students who assigned a value of 4 or 5 to the factors of the achievement goals studied prevailed. The learning style was dependent on the major and the semester, and the divergent predominated among the participants in five of the seven careers involved. There was no statistical relationship between the learning styles and the factors of the achievement goals investigated.El propósito de este artículo es determinar la relación entre los estilos de aprendizaje y la motivación de logro en estudiantes de Ciencias de la Salud de la Universidad Nacional del Chimborazo (UNACH), matriculados durante el periodo de pandemia de Covid-19. Se desarrolló una investigación con enfoque cuantitativo, de tipo no experimental y correlacional de corte transversal, en la que participaron 1326 estudiantes, 1300 de la UNACH, Ecuador y 26 de carreras de Educación de la Universidad de Granada, España. Los datos se recopilaron a partir de la aplicación del cuestionario de estilos de aprendizaje del modelo de Kolb y Escala atribucional de motivación de logro (EAML). Se logró como resultado la media de la edad de la población estudiada fue de 20,44 años. Las medias aritméticas de las puntuaciones asignadas a los factores de las metas de logro oscilaron entre 4,25 y 5,34; correspondiendo este último valor al relacionado con el esfuerzo. El 54,2% de los estudiantes manifestó un estilo de aprendizaje divergente. Los valores P de significación bilateral desde 0,761 hasta 0,962 mostraron que no existía correlación entre los estilos de aprendizaje y los factores de las metas de logro investigados. Prevalecieron los estudiantes que asignaron un valor de 4 o 5 a los factores de las metas de logro estudiadas. El estilo de aprendizaje resultó dependiente de la carrera y el semestre, el divergente predominó entre los participantes en cinco de las siete carreras involucradas. No existió relación estadística entre los estilos de aprendizaje y los factores de las metas de logro investigados.O objetivo deste artigo é determinar a relação entre estilos de aprendizagem e motivação de desempenho em estudantes de Ciências da Saúde da Universidad Nacional del Chimborazo (UNACH), matriculados durante o período de pandemia de Covid-19. Foi desenvolvida uma pesquisa transversal, não experimental e correlacional com abordagem quantitativa, na qual participaram 1.326 alunos, sendo 1.300 da UNACH, Equador e 26 de Licenciaturas em Educação da Universidade de Granada, Espanha. Os dados foram coletados a partir da aplicação do questionário de estilos de aprendizagem do modelo de Kolb e da Escala de Motivação de Desempenho Atribucional (EAML). Com isso, a média de idade da população estudada foi de 20,44 anos. As médias aritméticas das pontuações atribuídas aos fatores de meta de realização variaram de 4,25 a 5,34; este último valor corresponde ao esforço. 54,2% dos alunos apresentaram estilo de aprendizagem divergente. Os valores de P de significância bilateral de 0,761 a 0,962 mostraram que não houve correlação entre os estilos de aprendizagem e os fatores dos objetivos de realização investigados. Prevaleceram os alunos que atribuíram valor 4 ou 5 aos fatores das metas de desempenho estudadas. O estilo de aprendizagem foi dependente da carreira e do semestre, o divergente predominou entre os participantes em cinco das sete carreiras envolvidas. Não houve relação estatística entre os estilos de aprendizagem e os fatores dos objetivos de realização investigados.Universidade Federal de Minas Gerais2021-06-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/textolivre/article/view/3398810.35699/1983-3652.2021.33988Texto Livre; Vol. 14 No. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e33988Texto Livre; Vol. 14 Núm. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e33988Texto Livre; Vol. 14 No 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e33988Texto Livre; v. 14 n. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e339881983-3652reponame:Texto livreinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGspahttps://periodicos.ufmg.br/index.php/textolivre/article/view/33988/27514Copyright (c) 2021 Texto Livre: Linguagem e Tecnologiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRoque Herrera, YosbanysCañas Lucendo, Manuel Alonso García, Santiago Curay Yaulema, Carmen Elisa 2022-03-24T10:45:12Zoai:periodicos.ufmg.br:article/33988Revistahttp://www.periodicos.letras.ufmg.br/index.php/textolivrePUBhttps://periodicos.ufmg.br/index.php/textolivre/oairevistatextolivre@letras.ufmg.br1983-36521983-3652opendoar:2022-03-24T10:45:12Texto livre - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Learning styles and achievement goals in college students during the COVID-19 pandemic
Estilos de aprendizaje y metas de logro en estudiantes universitarios durante la pandemia de COVID-19
Estilos de aprendizagem e metas de realização de estudantes universitários durante a pandemia do COVID-19
title Learning styles and achievement goals in college students during the COVID-19 pandemic
spellingShingle Learning styles and achievement goals in college students during the COVID-19 pandemic
Roque Herrera, Yosbanys
Estilos de aprendizagem
Ensino superior
Objetivos de realização
COVID-19
Estilos de aprendizaje
Educación superior
Metas de logro
COVID-19
Learning styles
Higher education
Achievement goals
COVID-19
title_short Learning styles and achievement goals in college students during the COVID-19 pandemic
title_full Learning styles and achievement goals in college students during the COVID-19 pandemic
title_fullStr Learning styles and achievement goals in college students during the COVID-19 pandemic
title_full_unstemmed Learning styles and achievement goals in college students during the COVID-19 pandemic
title_sort Learning styles and achievement goals in college students during the COVID-19 pandemic
author Roque Herrera, Yosbanys
author_facet Roque Herrera, Yosbanys
Cañas Lucendo, Manuel
Alonso García, Santiago
Curay Yaulema, Carmen Elisa
author_role author
author2 Cañas Lucendo, Manuel
Alonso García, Santiago
Curay Yaulema, Carmen Elisa
author2_role author
author
author
dc.contributor.author.fl_str_mv Roque Herrera, Yosbanys
Cañas Lucendo, Manuel
Alonso García, Santiago
Curay Yaulema, Carmen Elisa
dc.subject.por.fl_str_mv Estilos de aprendizagem
Ensino superior
Objetivos de realização
COVID-19
Estilos de aprendizaje
Educación superior
Metas de logro
COVID-19
Learning styles
Higher education
Achievement goals
COVID-19
topic Estilos de aprendizagem
Ensino superior
Objetivos de realização
COVID-19
Estilos de aprendizaje
Educación superior
Metas de logro
COVID-19
Learning styles
Higher education
Achievement goals
COVID-19
description The purpose of this article is to determine the relationship between learning styles and achievement motivation in students of the Faculty of Health Sciences of the National University of Chimborazo, enrolled during the Covid-19 pandemic period. A cross-sectional, non-experimental, and correlational research with a quantitative approach was developed. 1326 students participated, 1,300 from the Faculty of Health Sciences of the National University of Chimborazo (UNACH), Ecuador and 26 from Education majors from the University of Granada, Spain. Data was collected from the application of the Kolb Model Learning Styles Questionnaire and the Attributional Achievement Motivation Scale. The mean age of the studied population was 20.44 years. The arithmetic means of the scores assigned to the achievement goal factors ranged from 4.25 to 5.34, the last value corresponding to that related to effort. 54.2% of the students showed a divergent learning style. The P values of bilateral significance were from 0.761 to 0.962, showing that there was no correlation between the learning styles and the factors of the investigated achievement goals. The participants whose age ranged between 18 and 28 years were mostly female, most of these ones corresponded to the female gender. Students who assigned a value of 4 or 5 to the factors of the achievement goals studied prevailed. The learning style was dependent on the major and the semester, and the divergent predominated among the participants in five of the seven careers involved. There was no statistical relationship between the learning styles and the factors of the achievement goals investigated.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/textolivre/article/view/33988
10.35699/1983-3652.2021.33988
url https://periodicos.ufmg.br/index.php/textolivre/article/view/33988
identifier_str_mv 10.35699/1983-3652.2021.33988
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/textolivre/article/view/33988/27514
dc.rights.driver.fl_str_mv Copyright (c) 2021 Texto Livre: Linguagem e Tecnologia
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Texto Livre: Linguagem e Tecnologia
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Texto Livre; Vol. 14 No. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e33988
Texto Livre; Vol. 14 Núm. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e33988
Texto Livre; Vol. 14 No 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e33988
Texto Livre; v. 14 n. 2 (2021): Tecnología educativa para la agenda 2030: Objetivos de Desarrollo Sostenible (ODS) ante la pandemia; e33988
1983-3652
reponame:Texto livre
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Texto livre
collection Texto livre
repository.name.fl_str_mv Texto livre - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistatextolivre@letras.ufmg.br
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