scholarly journals Learning and study strategies in university students of the Faculty of Economic Sciences of the UNA, according to job occupation. 2019

2021 ◽  
Vol 27 (53) ◽  
pp. 88-100
Author(s):  
Nancy Mabel Franco-Rojas ◽  
Norma Raquel López-Jara
Keyword(s):  
University Students ◽  
Study Strategies ◽  
Learning And Study Strategies

scholarly journals Learning and study strategies used by university students in Pakistan

2010 ◽  
Vol 2 (2) ◽  
pp. 4717-4721 ◽  
Author(s):  
Hafiz M. Iqbal ◽  
Shahida Sohail ◽  
Shumaila Shahzad
Keyword(s):  
University Students ◽  
Study Strategies ◽  
Learning And Study Strategies

scholarly journals Assessment of Learning and Study Strategies of University Students in Qatar Using an Arabic Translation of the Learning and Study Strategies Inventory

2014 ◽  
Vol 114 (3) ◽  
pp. 947-965 ◽  
Author(s):  
Haitham M. Alkhateeb ◽  
Ramzi Nasser
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Time Management ◽  
Self Regulation ◽  
Study Strategies ◽  
Strategic Learning ◽  
Test Strategies ◽  
Processing Motivation ◽  
Main Ideas ◽  
Learning And Study Strategies

413 (119 men, 294 women) undergraduate university students in Qatar completed an Arabic version of the Learning and Study Strategies Inventory (LASSI) measuring Anxiety, Attitude, Concentration, Information Processing, Motivation, Self-testing, Selecting Main Ideas, Study Aids, Time Management, and Test Strategies. The students' learning and study strategies scores were similar to those reported in the literature. Factor analysis indicated the same general factors as in the original study. Internal consistency estimates ranged from .62 to .88. Nine of the 10 scales (i.e., all with the exception of the Study Aids) significantly correlated with students' GPAs. Scores obtained from these scales provide valid assessments of Qatar University students' use of learning and study strategies related to skill, will, and self-regulation components of strategic learning and also academic achievement. There also were statistically significant differences between higher and lower achieving students in their learning and study strategies. This study also explored the use of the LASSI as a predictive measure of academic achievement. Anxiety and test strategies were significant predictors of academic achievement as measured by students' GPA.

scholarly journals ESTRATÉGIAS DE ESTUDO E APRENDIZAGEM DE ESTUDANTES BRASILEIROS EM CURSOS DE FORMAÇÃO DE PROFESSORES

2020 ◽  
Vol 30 (63) ◽  
pp. 1-18
Author(s):  
Evely Boruchovitch ◽  
Natália Moraes Góes ◽  
Taylor W. Acee ◽  
Carolina Moreira Felicori
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Educational Institution ◽  
The United States ◽  
Study Strategies ◽  
Academic Life ◽  
Response Scale ◽  
Ongoing Research ◽  
Self Regulated Learning ◽  
Learning And Study Strategies

This investigation is part of a larger ongoing research carried out in interinstitutional exchange with several universities in Brazil, one in the United States, and one in Portugal. Its main objectives are to identify the study and learning strategies of Brazilian university students from a public educational institution in the state of São Paulo and to analyze them in relation to students’ sociodemographic and academic life variables. The study included 163 university students enrolled in teacher education programs. Data were collected with the Learning and Study Strategies Inventory (LASSI – 3rd edition) – translated and adapted for use in Brazil – and a sociodemographic questionnaire. Descriptive and inferential statistical procedures were employed for data analysis. Students responded to the survey on the Platform Autorregular developed for the research. Overall, students reported using a range of learning and study strategies, with LASSI scale means near the mid-point of the five-point response scale. Significant relationships were found between LASSI scales and sociodemographic and academic life variables. We hope that data gathered in the present study can contribute to increase knowledge about factors that promote self-regulated learning and empower students towards college success in Brazil.

scholarly journals Teaching Methodology, Stress and Study and Learning Strategies: Interrelationships among University Students

2021 ◽  
Vol 31 ◽  
Author(s):  
Raphaela Barroso Guedes-Granzotti ◽  
Carla Patrícia Hernandez Alves Ribeiro César ◽  
Vanessa Veis Ribeiro ◽  
Rodrigo Dornelas ◽  
Patricia Pinatti Moreira ◽  
...  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Strategies ◽  
Stress Level ◽  
Study Strategies ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Stress Symptom ◽  
Active Teaching ◽  
Learning And Study Strategies

Abstract Higher education can be offered by traditional or active teaching methodology, which can influence differently the study and learning strategies and the stress level of university students. This study aimed to investigate the study and learning strategies and the prevalence of stress among students of active and traditional teaching methodology and verify the influence of stress on using these strategies. 210 students in speech, language and hearing sciences from a Brazilian Federal University participated, divided into two groups, TMG (traditional methodology) and AMG (active methodology). They responded to Learning And Study Strategies Inventory and Lipp’s Stress Symptom Inventory for Adults. The teaching methodology influenced the study and learning strategies, but not the stress. Stress interfered differently in the study and learning strategies depending on the teaching methodology.

Relation of Study Strategies to the Academic Performance of Hong Kong University Students

2002 ◽  
Vol 90 (1) ◽  
pp. 338-340 ◽  
Author(s):  
Michael C. W. Yip ◽  
Olive L. L. Chung
Keyword(s):  
Academic Performance ◽  
Hong Kong ◽  
University Students ◽  
Study Strategies ◽  
Main Ideas ◽  
Learning And Study Strategies

A revised version of the Learning and Study Strategies Inventory was used to examine the relation of study strategies with academic performance of 100 Hong Kong university students. Analysis indicated the high academic-achieving group differed significantly from the low academic-achieving group in terms of intrinsic disposition factors of motivation, scheduling, concentration, and selecting main ideas.

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