Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students

Detalhes bibliográficos
Autor(a) principal: Tinajero,Carolina
Data de Publicação: 2012
Outros Autores: Lemos,Sônia Maria, Araújo,Margarete, Ferraces,M. José, Páramo,M. Fernanda
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Federal do Rio Grande do Sul. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722012000100013
Resumo: In the present study, the influence of the cognitive style called field dependence-independence on academic achievement of Brazilian university students was explored as well as the mediating effect of learning strategies on that influence. Learning strategies of 313 first-year university students (189 women and 124 men; M age = 20.86, SD = 3.86) from different fields, with upper, medium and lower scores on field dependence-independence were assessed on a self-report questionnaire and their overall academic marks in the first year were registered. Results of a regression analysis showed that cognitive style and learning strategies significantly contributed to academic achievement. A path analysis revealed that planning strategies mediated the influence of cognitive style on achievement.
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spelling Cognitive style and learning strategies as factors which affect academic achievement of brazilian university studentsField dependence-independencecognitive stylelearning strategiesself-regulated learningacademic achievementIn the present study, the influence of the cognitive style called field dependence-independence on academic achievement of Brazilian university students was explored as well as the mediating effect of learning strategies on that influence. Learning strategies of 313 first-year university students (189 women and 124 men; M age = 20.86, SD = 3.86) from different fields, with upper, medium and lower scores on field dependence-independence were assessed on a self-report questionnaire and their overall academic marks in the first year were registered. Results of a regression analysis showed that cognitive style and learning strategies significantly contributed to academic achievement. A path analysis revealed that planning strategies mediated the influence of cognitive style on achievement.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2012-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722012000100013Psicologia: Reflexão e Crítica v.25 n.1 2012reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1590/S0102-79722012000100013info:eu-repo/semantics/openAccessTinajero,CarolinaLemos,Sônia MariaAraújo,MargareteFerraces,M. JoséPáramo,M. Fernandaeng2012-05-04T00:00:00Zoai:scielo:S0102-79722012000100013Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2012-05-04T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students
title Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students
spellingShingle Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students
Tinajero,Carolina
Field dependence-independence
cognitive style
learning strategies
self-regulated learning
academic achievement
title_short Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students
title_full Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students
title_fullStr Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students
title_full_unstemmed Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students
title_sort Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students
author Tinajero,Carolina
author_facet Tinajero,Carolina
Lemos,Sônia Maria
Araújo,Margarete
Ferraces,M. José
Páramo,M. Fernanda
author_role author
author2 Lemos,Sônia Maria
Araújo,Margarete
Ferraces,M. José
Páramo,M. Fernanda
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Tinajero,Carolina
Lemos,Sônia Maria
Araújo,Margarete
Ferraces,M. José
Páramo,M. Fernanda
dc.subject.por.fl_str_mv Field dependence-independence
cognitive style
learning strategies
self-regulated learning
academic achievement
topic Field dependence-independence
cognitive style
learning strategies
self-regulated learning
academic achievement
description In the present study, the influence of the cognitive style called field dependence-independence on academic achievement of Brazilian university students was explored as well as the mediating effect of learning strategies on that influence. Learning strategies of 313 first-year university students (189 women and 124 men; M age = 20.86, SD = 3.86) from different fields, with upper, medium and lower scores on field dependence-independence were assessed on a self-report questionnaire and their overall academic marks in the first year were registered. Results of a regression analysis showed that cognitive style and learning strategies significantly contributed to academic achievement. A path analysis revealed that planning strategies mediated the influence of cognitive style on achievement.
publishDate 2012
dc.date.none.fl_str_mv 2012-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722012000100013
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722012000100013
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/S0102-79722012000100013
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Psicologia: Reflexão e Crítica v.25 n.1 2012
reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
collection Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository.name.fl_str_mv Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv prc@springeropen.com
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