Cognitive Variables and University Entrance: Predictors of Academic Achievement
This research was designed to determine the predictive power of academic self-regulation phases, learning styles and mode of entry into university system, on the academic achievement of students. The sample consisted of 214 volunteer students of basic cycle technology carrers at Simon Bolivar Univer...
| Autor Principal: | Elvira-Valdez, Maria Antonieta; Universidad Simón Bolivar |
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| Otros Autores: | Pujol, Lydia; Universidad Simón Bolivar |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Pontificia Universidad Javeriana
2014
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| Materias: | |
| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/5464 |
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| Sumario: |
This research was designed to determine the predictive power of academic
self-regulation phases, learning styles and mode of entry into university system, on the academic achievement of students. The sample consisted of 214 volunteer students of basic cycle technology carrers at Simon Bolivar University. On measuring of variables was used PCR Academic Self-Regulation Scale (Lezama, 2005) and the Honey-Alonso CHAEA Learning Styles (Alonso, Gallego, & Honey, 1997). The data processing was performed using bivariate associations and multiple regression multivariate analysis. The findings evidenced that academic self-regulation in control phase, preference for theorist learning style and university entrance by internal test, are significant predictors of academic achievement. |
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