Cognitive style and learning strategies as factors affecting academic achievement on Brazilian university students
Autores: Tinajero, C., Lemos, S.M., Araujo, M., Ferraces, M.J. y Páramo, M.F.
Ano: 2012
Psicologia: Reflexão e Crítica, 25, 105 - 113. DOI: 10.1590/S0102-79722012000100013
Palabra clave: Field dependence-independence, cognitive style, learning strategies, self-regulated learning, academic achievement.
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