Latin American Undergraduates and Learning Patterns in the Transition to Higher Education: An Exploratory Study in Colombia

Autor/inn/en	Martínez-Fernández, J. Reinaldo; García-Ravidá, Laura B.; Mumbardó Adams, Cristina
Titel	Latin American Undergraduates and Learning Patterns in the Transition to Higher Education: An Exploratory Study in Colombia
Quelle	In: Electronic Journal of Research in Educational Psychology, 17 (2019) 49, S.561-588 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Foreign Countries; Latin Americans; Learning Processes; Correlation; Academic Achievement; College Freshmen; Cognitive Style; Grade Point Average; Student Adjustment; Self Management; Learning Motivation; Cultural Influences; Teacher Education; Colombia + Suchen Sie Ihr Suchwort? Ausland; Latin America; People; Lateinamerika; Bevölkerung; Volk; Learning process; Lernprozess; Korrelation; Schulleistung; Studienanfänger; Cognitive styles; Kognitiver Stil; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Selbstmanagement; Motivation for studies; Lernmotivation; Cultural influence; Kultureinfluss; Lehrerausbildung; Lehrerbildung; Kolumbien
Abstract	Introduction: The aim of this study was to analyse the relationship between learning patterns, associated factors, and academic performance in 115 Colombian first-year university students. We posed the need to discuss the Vermunt model in other contexts, with an aim to supply evidence toward a more robust, inclusive model in analyzing learning processes. Method: Data were collected using a Spanish version of the Inventory of Learning Style (Martínez-Fernández et al., 2009; Vermunt, 1998). Additionally, we collected data about the students' age, gender, dedication to study, perception of teaching, effort, and academic performance. The data were processed by means of descriptive analysis, correlation, MANOVA, and path analysis. Results: The results show a structure of four learning patterns consisting of different factor combinations according to Vermunt: 1) Meaning-directed with external regulation (MD/er); 2) Passive-Idealistic (PI); 3) Passive-Motivated (PM); and 4) Reproduction-directed with lack of regulation (RD/lr). The relationship between learning patterns and the different factors was not sustained. However, we found an interesting explanation of academic performance from the perspective of self- and external regulation. Discussion and Conclusion: Based on these results, we defend the need to make the cultural dimension of learning patterns a key topic in the research agenda on learning processes. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01