Learning styles and achievement goals in college students during the COVID-19 pandemic
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Data de Publicação: | 2021 |
Outros Autores: | , , |
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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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 |
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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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1799711143497826304 |