La competencia aprender a aprender y su relación con el rendimiento académico en alumnado de ciencias de la salud

  1. Bernardo Gargallo López 1
  2. Gonzalo Almerich Cerveró 2
  3. Benjamín Sarriá Chust 3
  4. Amparo Benavent Garcés 4
  5. Maria Àngels Cebrià I Iranzo 5
  1. 1 Universidad de Valencia. Facultad de Filosofía y Ciencias de la Educación. Departamento de Teoría de la Educación. Valencia, España
  2. 2 Universidad de Valencia. Facultad de Filosofía y Ciencias de la Educación. Departamento de Métodos de Investigación y Diagnóstico en Educación. Valencia, España.
  3. 3 Universidad de Valencia. Facultad de Medicina y Odontología.Departamento de Farmacología. Valencia, España
  4. 4 Universidad de Valencia. Facultad de Enfermería y Podología. Departamento de Enfermería. Valencia, España.
  5. 5 Universidad de Valencia. Facultad de Fisioterapia. Departamento de Fisioterapia. Valencia, España.
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Revista:
Revista Española de Orientación y Psicopedagogía

ISSN: 1139-7853,  1989-7448

Any de publicació: 2023

Volum: 34

Número: 2

Pàgines: 126-148

Tipus: Article

DOI: 10.5944/REOP.VOL.34.NUM.2.2023.38070 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista Española de Orientación y Psicopedagogía

Resum

Learning to learn (LtL) is aconcept present in the literature since the 80s of the 20thcentury. The European Commission established it as a key competency for the European educational systems. Generally speaking,it has been thought that this competence was a teaching-learning objective for pre-university education because university students handled it adequately when beginning their higher studies, also assuming that their management improved throughout these studies. However, there is not enough data in this regard. In this study,we tried to identifyhow university students of Health Sciences handled the competence, whichwere the usage profiles and how LtL was related to academic performance. We worked with a sample of 396 subjects from different courses of three degrees in HealthSciences at the University of Valencia, by using the QELtLCUSquestionnaire to assess the competence. The level of competence management for all the sample was acceptable, although with low scores in some relevant components. Two groups of subjects with two different management profiles were found, one of them high and the other one lower. Those subjects with high level of proficiency had better scores than those with less management, with significant differences. It was also found that the managementof LtL was a good predictor for academic performance in both groups. No significant differences were found in LtL according to gender, age,and academic year. These resultsjustify the need for teaching the competence systematicallyin university degrees and some guidelines are provided for this.

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Fuente de los datos: Dialnet