Bibliographic citations
Godoy, E., (2022). Estilos y estrategias de aprendizaje y su relación con la autoeficacia académica en estudiantes militares [Universidad Femenina del Sagrado Corazón]. http://hdl.handle.net/20.500.11955/1081
Godoy, E., Estilos y estrategias de aprendizaje y su relación con la autoeficacia académica en estudiantes militares []. PE: Universidad Femenina del Sagrado Corazón; 2022. http://hdl.handle.net/20.500.11955/1081
@mastersthesis{sunedu/3356830,
title = "Estilos y estrategias de aprendizaje y su relación con la autoeficacia académica en estudiantes militares",
author = "Godoy Dios, Eliana Lizet",
publisher = "Universidad Femenina del Sagrado Corazón",
year = "2022"
}
In the present study, the aim was to find the relationship between learning styles, learning strategies and academic self-efficacy in military students. A total of 212 students participated (132 males and 80 females) whose ages ranged from 16 to 28 years. The instrument used was the Kolb Learning Styles Inventory adapted by Escurra (1992); Questionnaire for the Evaluation of the Learning Strategies of University Students (CEVEAPEU), and the Academic Self-efficacy Scale (ESAA). To find the correlation, the Spearman Rho statistic was used as they are qualitative ordinal variables, and a non-normal distribution is also presented. As a result, it was obtained that there is no significant relationship between the learning styles and the affective support and control strategies of military students; Likewise, no statistically significant relationship was found between learning styles and information processing strategies in military students. There was also no statistically significant relationship between learning styles and academic self-efficacy. However, a statistically significant relationship was found between affective support and control strategies with academic self-efficacy, as well as information processing strategies and academic self-efficacy.
This item is licensed under a Creative Commons License