Abordagens de aprendizagem em estudantes universitários de Buenos Aires
Universidad de Buenos Aires
Doctor en Psicología. Facultad de Psicología, Universidad de Buenos Aires. Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET). Becario posdoctoral.
email: afreiberg@psi.uba.ar
Universidad de Buenos Aires
Doctora en Psicología Facultad de Psicología, Universidad de Buenos Aires. Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET).
email: mliporac@psi.uba.ar
Universidad Nacional de Mar del Plata
Doctor en Psicología. Facultad de Psicología, Universidad Nacional de Mar del Plata. Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET).
email: rdledesma@conicet.gov.ar
Introdução: as abordagens de aprendizagem fazem alusão à predisposição para aprender em diferentes situações acadêmicas.
Objetivo: analisam-se essas abordagens (tipos profunda e superficial) em estudantes universitários de Buenos Aires.
Metodologia: participaram 397 estudantes de diferentes faculdades (Exatas e Naturais, Psicologia, Engenharia, Direito, Medicina) entre 18 e 36 anos.
Resultados: os resultados mostraram diferenças segundo sexo nas abordagens profunda e superficial, favoráveis no primeiro caso às mulheres e, no segundo, aos homens. A respeito da variável Faculdade, registraram-se várias diferenças, destacando-se os estudantes de Exatas e Naturais na abordagem profunda, e os de Engenharia na superficial, em relação ao restante das faculdades. Em seguida, analisou-se a relação entre abordagens e rendimento acadêmico em cada faculdade, verificando-se associações estatisticamente significativas para os grupos de Engenharia e Medicina.
Conclusões: os resultados mostram o efeito que a variável faculdade exerce sobre as abordagens de aprendizagem, evidenciando a relevância que os tipos de ensino adquirem na configuração daqueles. As correlações observadas com o rendimento acadêmico ressaltam a importância do tipo de abordagem para certos cursos. Espera-se que a informação apresentada contribua para o planejamento de atividades que melhorem a aprendizagem de conteúdos por parte dos estudantes.
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