Autonomous Learning Strategies in the Reading Comprehension of High School Students

Autor/inn/en	Medina Coronado, Daniela; Nagamine Miyashiro, Mercedes María
Titel	Autonomous Learning Strategies in the Reading Comprehension of High School Students
Quelle	In: Journal of Educational Psychology - Propositos y Representaciones, 7 (2019) 2, S.147-159 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Medina Coronado, Daniela) ORCID (Nagamine Miyashiro, Mercedes María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2307-7999
Schlagwörter	Learning Strategies; Personal Autonomy; Reading Comprehension; High School Students; Foreign Countries; Cooperation; Planning; Search Strategies; Student Participation; Peru + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individuelle Autonomie; Leseverstehen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Co-operation; Kooperation; Ablaufplanung; Planungsprozess; Suchstrategie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	When observing in the high school as well as higher education classrooms, the way adolescents and young people study, the idea of knowing if they have strategies for autonomous learning and if this variable explained to some extent a critical problem in Peru arose: reading comprehension. That is why it was proposed as a purpose of the study, to know if the autonomous learning strategies, its dimensions and indicators have some explanatory power on reading comprehension. Under a causal correlational design of an exploratory nature, the following instruments were applied: Autonomous work strategies questionnaire (CETA) that evaluates the strategies of expansion, collaboration, conceptualization, planning, preparation of exams and participation and PECL 2 test to measure levels of reading comprehension: literal, inferential and evaluative in a group of 144 students from educational institutions from the districts of Majes in Arequipa and Villa Rica in Pasco. Among the most important results was that 79.33% of students reached a level in process regarding the use of autonomous learning strategies and 62.7% reached the same level in reading comprehension. Likewise, it was found that 34.4% of the reading comprehension variable is accounted for the use of autonomous learning strategies. Out of that total, 25.8% for expansion strategies, 14.3% for collaboration strategies, 28.7% for conceptualization strategies, 19.6% for exam preparation strategies and finally, 19.5% for participation strategies. (As Provided).
Anmerkungen	Universidad San Ignacio de Loyola S.A. Avenue La Fontana 550, Urbanizacion San Cesar de La Molina, Lima 12, Peru. Tel: 511-317-1000, Ext. 3139; e-mail: propositosyrepresentaciones@usil.edu.pe; Web site: http://revistas.usil.edu.pe/index.php/pyr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01