Active Methodologies in the Training of Future Health Professionals: Academic Goals and Autonomous Learning Strategies

The learning of future health professionals is fundamental to the training of competent professionals. In this work, it was proposed to determine the correlation between academic goals and learning strategies in students enrolled from the first to the sixth semester in seven specialties of the Faculty of Health Sciences of the National University of Chimborazo. A correlational design was used in which the questionnaires for evaluation of academic achievement and strategies for autonomous learning strategies were applied. The resulting data were analyzed and interpreted using descriptive and non-parametric inferential statistical methods. The results suggested that the types of academic goals and autonomous learning strategies had a homogeneous pattern in most of the seven specialties studied. According to the Likert scale, category 3, which sometimes corresponds to the range of quantitative categories, was the predominant one. Finally, the correlation between autonomous work strategies and the types of academic achievement of the students in the sample was mostly weak or non-existent and direct.

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The Study of Strategies in Learning English and English Academic Achievement

ENGLISH FRANCA Academic Journal of English Language and Education ◽

10.29240/ef.v5i2.3364 ◽

2021 ◽

Vol 5 (2) ◽

pp. 347

Author(s):

Noor Hayati ◽

Usman Usman

Keyword(s):

Academic Achievement ◽

Language Learning ◽

Learning Strategies ◽

English Language ◽

Learning Strategy ◽

Structured Interview ◽

English Language Learning ◽

Language Learning Strategies ◽

Correlational Design ◽

Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

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IMPACTO DE ESTRATEGIAS DE APRENDIZAJE, AUTOEFICACIA Y GENERO EN EL RENDIMIENTO DEL ALUMNADO DE EDUCACION SECUNDARIA

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v2.442 ◽

2016 ◽

Vol 2 (1) ◽

pp. 287 ◽

Cited By ~ 2

Author(s):

Eduardo Barca Enríquez ◽

Florencio Vicente Castro ◽

Leandro Almeida ◽

Alfonso Barca Lozano

Keyword(s):

Academic Achievement ◽

Secondary Education ◽

Learning Strategies ◽

Self Efficacy ◽

Positive Impact ◽

Academic Goals ◽

Personal Variables ◽

And Gender ◽

The Impact ◽

Negative Sense

Abstract:IMPACT OF LEARNING STRATEGIES, SELF-EFFICACY AND GENDER ON ACADEMIC ACHIEVEMENT STUDENT´S SECONDARY EDUCATIONThis paper analyses the impact of personal variables related to learning strategies, in the interaction with the gender, on academic achievement students´ secondary education. The study takes a sample of students from North of Portugal and from Galicia, and the results in a Subscale Academic Goals and Learning Strategies of Refema-57 Scale. The results show that learning strategies and toward self-efficacy have a significant and positive impact on academic achievement, and the superficial strategies (and exams anxiety) become very relevant, but in these cases the impact has a negative sense, and the differences of feminin gender become more relevant. Therefore, the ensemble of personal variables considered in this study explains 30% of total variance of students ´ academic achievement in North of Portugal, and only 12% in Galicia. Here, probably other variables related to family, the school, the curriculum or the teachers become more relevant.Key words: Academic goals, learning strategies, self-efficacy, academic achievement.Resumen:En este trabajo se analiza el impacto de variables personales relacionadas con las estrategias de aprendizaje, en interacción con el género, del alumnado de educación secundaria en su rendimiento académico. El estudio considera una muestra de alumnos de Norte de Portugal y de Galicia, y se ha utilizado la subescala de Metas Académicas y de Estrategias de Aprendizaje y Autoeficacia a partir de la Escala Refema-57. Los datos sugieren que las estrategias de aprendizaje y la autoeficacia se pueden asumir como factores determinantes positivos del rendimiento académico, existiendo también un impacto, pero en sentido negativo, de las estrategias superficiales de aprendizaje (de ansiedad ante los exámenes), siendo las diferencias encontradas mucho más relevantes en el género femenino. Sin embargo, este conjunto de variables personales del alumnado explican en torno a un 30% de la varianza del rendimiento académico global de los alumnos del Norte de Portugal, quedando ese valor en apenas un 12% cuando nos referimos al alumnado de Galicia. En estas muestras de alumnado, otras variables de la familia, de la escuela, del currículo o del profesor tendrán una mayor relevancia.Palabras clave: Estrategias de aprendizaje, autoeficacia, rendimiento académico.

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An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

The Spanish Journal of Psychology ◽

10.5209/rev_sjop.2012.v15.n1.37283 ◽

2012 ◽

Vol 15 (1) ◽

pp. 48-60 ◽

Cited By ~ 11

Author(s):

Pablo Miñano Pérez ◽

Juan-Luis Castejón Costa ◽

Raquel Gilar Corbí

Keyword(s):

Academic Achievement ◽

Learning Strategies ◽

Structural Equation ◽

Structural Model ◽

Goal Orientations ◽

Self Concept ◽

First Year ◽

General Intelligence ◽

Achievement Goal Orientations ◽

Academic Goals

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

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