ABSTRACT
Objective: The main objective of the research is to identify the role of knowledge about study techniques and its impact on the academic performance of students of the Academic Unit of Accounting and Administration (UACYA) at the Autonomous University of Nayarit (UAN). With the results obtained, it will be possible to demonstrate the importance of training them in this subject and make proposals for improvement. Achieving benefits for the student, being a conscious and responsible subject of their cognitive processes and the construction of their knowledge.
Theoretical Framework: The conceptualization of meaningful learning is presented, from its precursor David Ausubel (1969), in which the individual is the constructor of his own knowledge, relating the concepts to be learned and with the information he already possesses. Achieving this, the guideline is given to obtain self-regulated learning, where learners are able to plan, control and direct their own learning, through metacognitive, motivational and behavioral processes. Supported by the use of strategies of study habits and techniques that allow them to meet their objectives and impacting their academic performance.
Method: A non-experimental design was used, since there was no control with the variables under study, and it was also of a transectional correlational type, since the correlations between the factors under study were analyzed. The students analyzed were those who were found in the facilities of the Academic Unit of Accounting and Administration, so the type of sampling was of convenience, achieving a sample of 328 students. To analyze the correlations, the exploratory and confirmatory factor analysis was used, where first a divergent and convergent analysis was performed, then the reliability analysis, and once the instrument was validated, the exploratory factor analysis was performed, which used the AMOS (Analysis of Moment Structures) software for the confirmatory analysis and adequacy of the model.
Results and Discussion: When applying the factor analysis, it was found that the variables were correctly grouped in three components, with a result of 56.478% of the total variance, being acceptable for the social studies, subsequently the KMO test was 0.799 and Bartlett's sphericity was less than .001, confirming the analysis. After elimination of items (p3 and p4) in the Confirmatory Factor Analysis, the fit indices complied with the acceptable values of CFI and RMSEA, obtaining a final adjusted and valid model, i.e. three consistent and relevant dimensions for future research.
Research Implications: The practical and theoretical implications of this study highlight the importance of seeking strategies to generate in higher level learners the knowledge about study habits and techniques, which will lead them to be able to manage their own knowledge, and therefore fulfill their academic objectives. At the same time to seek to promote further educational research on issues related to meaningful and self-regulated learning.
Originality/Value: This study contributes to the literature by demonstrating the importance of understanding the study habits and techniques of higher education students, and how their application in the learning process impacts academic performance. It sets the guideline for higher education institutions to develop in their students the ability to manage their own knowledge.
Keywords: Learning Process, Learning Method, Self-Learning.
RESUMO
Objetivo: O principal objetivo da pesquisa é identificar o papel do conhecimento sobre técnicas de estudo e seu impacto no desempenho acadêmico dos alunos da Unidade Acadêmica de Contabilidade e Administração (UACYA) da Universidade Autônoma de Nayarit (UAN). Com os resultados obtidos, será possível demonstrar a importância de treiná-los nesse assunto e fazer propostas de melhoria. Obtendo benefícios headnote o aluno, sendo um sujeito consciente e responsável por seus processos cognitivos e pela construção de seu conhecimento.
Estrutura teórica: É apresentada a conceituação de aprendizagem significativa, a partir de seu precursor David Ausubel (1969), na qual o indivíduo é o construtor de seu próprio conhecimento, relacionando os conceitos a serem aprendidos e com as informações que já possui. headnote isso, é dada a diretriz de obter uma aprendizagem autorregulada, em que os alunos são capazes de planejar, controlar e direcionar sua própria aprendizagem, por meio de processos metacognitivos, motivacionais e comportamentais. Apoiados pelo uso de estratégias de hábitos e técnicas de estudo que lhes permitam atingir seus objetivos e impactar seu desempenho acadêmico.
Método: Foi utilizado um desenho não-experimental, pois não houve controle das variáveis em estudo, e também foi do tipo correlacional transversal, pois foram analisadas as correlações entre os fatores em estudo. Os alunos analisados foram aqueles que se encontravam nas dependências da Unidade Acadêmica de Ciências Contábeis e Administração, portanto o tipo de amostragem foi por conveniência, obtendo-se uma amostra de 328 alunos. headnote analisar as correlações, foi utilizada a análise fatorial exploratória e confirmatória, onde primeiro foi realizada uma análise divergente e convergente, depois a análise de confiabilidade e, uma vez validado o instrumento, foi realizada a análise fatorial exploratória, que utilizou o software AMOS (Analysis of Moment Structures) headnote a análise confirmatória e adequação do modelo.
Resultados e discussão: Ao aplicar a análise fatorial, verificou-se que as variáveis foram corretamente agrupadas em três componentes, com um resultado de 56,478% da variância total, sendo aceitável headnote os estudos sociais, posteriormente o teste KMO foi de 0,799 e a esfericidade de Bartlett foi menor que 0,001, confirmando a análise. Após a eliminação dos itens (p3 e p4) na análise fatorial confirmatória, os índices de ajuste atenderam aos valores aceitáveis de CFI e RMSEA, obtendo um modelo final ajustado e válido, ou seja, três dimensões consistentes e relevantes headnote pesquisas futuras.
Implicações da pesquisa: As implicações práticas e teóricas deste estudo destacam a importância de se buscar estratégias headnote gerar nos alunos de nível superior o conhecimento sobre hábitos e técnicas de estudo, o que os levará a ser capazes de gerenciar seu próprio conhecimento e, portanto, cumprir seus objetivos acadêmicos. Ao mesmo tempo, procurar promover mais pesquisas educacionais sobre questões relacionadas à aprendizagem significativa e autorregulada.
Originalidade/valor: Este estudo contribui headnote a literatura ao demonstrar a importância de conhecer os hábitos e técnicas de estudo dos educandos de nível superior e como sua aplicação no processo de aprendizagem impacta o desempenho acadêmico. Aponta direções headnote que as instituições de nível superior desenvolvam em seus alunos as habilidades de ser gestores de seu próprio conhecimento.
Palavras-chave: processo de aprendizagem, método de aprendizagem, autoaprendizagem.
RESUMEN
Objetivo: el objetivo principal de la investigación es identificar el papel que desempeña el conocimiento sobre las técnicas de estudio y su impacto en el rendimiento académico de los estudiantes de la Unidad Academica de Contaduria y Administración (UACYA) en la Universidad Autonoma de Nayarit (UAN). Con los resultados obtenidos, sera posible demostrar la importancia de formarlos en este tema y realizar propuestas de mejora. Logrando beneficios headnote el estudiante, siendo un sujeto consiente y responsable de sus procesos cognitivos y de la construcción de su conocimiento.
Marco Teórico: Se presenta la conceptualizacion de aprendizaje signifiocativo, desde su precursor David Ausubel (1969), en el cual el individuo es constructor de su propio conocimiento, relacionando los conceptos a aprender y con la informacion que ya posee. Logrando esto, se da la pauta headnote que se obtenga el aprendizaje autorregulado, donde los educandos son capaces de planificar, controlar y dirigir su propio aprendizaje, a través de procesos metacognitivos, motivacionales y conductuales. Apoyandose del uso de estratégias de habitos y técnicas de estudio, que le permitan cumplir con sus objetivos e impactando en su rendimento académico.
Método: Se utilizó un diseño no experimental, en razón que no se posee control con las variables en estudio, además fue de tipo transeccional correlacional, dado que se analizaron las correlaciones entre los factores en estudio. Los alumnos analizados fueron los que se encontraron en las instalaciones de la Unidad Académica de Contaduría y Admnistración, por lo cual el tipo de muestreo fue de conveniencia logrando una muestra de 328 estudiantes. headnote analizar las correlaciones, se utilizó el análisis factorial exploratório y confirmatório, donde primeramente se realizó un ana lisis divergente y convergente, posteriormente el análisis de confiabilidad, validado el instrumento se procedió a realizar el ana lisis factorial exploratório, el cual se utilizo el software AMOS (Analysis of Moment Structures) headnote el ana lisis confirmatorio y adecuacio n del modelo.
Resultados y Discusión: Al aplicar el análisis factorial se tuvó de resultado que las variables se agrupan correctamente en trés componentes, con um resultado del 56.478% de la varianza total, siendo aceptable headnote los estúdios Sociales, posteriormente em la prueba KMO fue de 0.799 y la esfericidad de Bartlett menor a .001, confirmando el análisis. Tras eliminaciones de ítems (p3 yp4) en el Análisis Factorial Confirmatorio, los índices de ajuste cumplieron con los valores aceptables de CFI y RMSEA, obteniendo um modelo final ajustado y válido, es decir tres dimensiones consistentes y relevantes headnote futuras investigaciones.
Implicaciones de la investigación: Las implicaciones prácticas y teóricas de este estudio resaltan la importancia de buscar estratégias headnote generar en el educando, de nivel superior, el conocimiento sobre los hábitos y técnicas de estúdio, que lo lleven a ser capaz de gestionar su propio conocimiento, y por ende cumplir con sus objetivos ademicos. A su vez de buscar propociar mayor investigacion educativa en temáticas referentes a aprendizaje significativo y autorregulado.
Originalidad/Valor: Este estudio contribuye a la literatura al demostrar la importacia de conocer los hábitos y técnicas de estúdio de los educandos de nivel superior, y como su aplicación en el processo de aprednzaje, impacta en el rendimento académico. Dando la pauta, headnote que la instituciones de nível superior, desarrollen en sus alunmos la habilidades de ser gestor de su própio conocimiento.
Palabras clave: Proceso de Aprendizaje, Método de Aprendizaje, Autoaprendizaje.
1 INTRODUCTION
Mexican society, and the individuals who converge in it, have as a fundamental right education, as established by the Political Constitution of the United Mexican States, Article 3; (1917). In this document, basic education is established as compulsory, which is primary and secondary, as well as the upper average.
For this reason, a Mexican citizen starts his school life between the ages of 3 and 4, this is how when accessing higher education, he has added, approximately, 15 years in the classrooms. In which, the educational entities provide him with contents that allow him to generate in him, learnings, skills, attitudes and aptitudes that prepare him to be included in the society.
The teaching work, at any educational level, allows to make clear the various difficulties that academic life entails for the student, one of them being the learning processes. In this same vein, and taking this topic to the university level, when a student enters a Higher Education Institution (HEI), its authorities, teachers and others that make it up, assume that the student already has the pedagogical and cognitive tools, which allow him to be manager of his own knowledge, leading him to obtain a significant learning, inside and outside the classroom, taking into account that this is achieved when the individual achieves that the new or newly acquired knowledge, can be incorporated into the knowledge structures that he already possesses, and in this way, new material acquires meaning from its relationship with previous knowledge (Pozo, 2006). However, there are studies that prove that the university student lacks the aforementioned tools (Herrera and Lorenzo, 2009; Malander, 2014; Gordillo, Moran and Franco, 2015; Pita, 2018).
In order for meaningful learning to take place, it is important that the subject is able to learn to learn, a transversal competence that provides the student with conceptual, methodological and attitudinal tools (Guido, León, Mendoza and Fernández, 2018).
This competence is rarely questioned and/or investigated in the university student, regarding whether or not he develops it, assuming that when taking this academic level should have it.
The analysis must start from the most basic aspect, which is the reading ability, which includes the habit, understanding and speed with which it is performed. Finding a direct relationship with the learning process that is carried out, since without the presence of this skill the task of learning becomes more difficult, tedious and with a tendency towards disinterest (Quintana, 2014). The study carried out by Cardona, Osorio, Herrera and González (2018), adds to this statement the perspective of the student, where he recognizes the importance of the habit. And in 2020, Román, Franco and Román, highlight the urgency of addressing and promoting this issue.
It is a reality, which corresponds to the student to rebuild their knowledge from the development of the competence to learn to learn, and with it to obtain effective behaviors and performances, both in the classroom, as in daily life, work and professional. However, it is a work that must be carried out jointly between educational institutions and students, where the latter provides the willingness to generate new skills, and the first, seeks the relevant strategies to train in the development of these. In research carried out at IES, such as that carried out by Bedolla (2018), the positive effects of teaching courses and/or workshops in habits and study techniques have been proven, some effects are: promotion and awareness of the use of tools, the guideline is given for the formation of sustainable learning, improvement in academic performance, greater use in learning units and decrease in the failure rate.
It is very important to emphasize that if you do not have information that supports that the university student, inherently, already has skills, skills, habits and techniques that set the tone to be the creator of their own learning, is starting from a utopia, which opens a gap between the knowledge that is provided in class and the appropriation of it. Which impacts on aspects such as performance, academic performance, motivation, self-esteem, problems of organization and planning of activities (Mena, Golbach and Veliz, 2009; Hernández, Rodríguez and Vargas, 2012; Enríquez, Fajardo and Garzon, 2015; Chilca, 2017; Chavez, 2018)
It is here where lies the problem of study of this research, it is timely and highly relevant to empower the student to learn to learn, and focus on how to learn, including methods, strategies, techniques and even study habits (environment, insulation, furniture, temperature, lighting, ventilation, posture and planning).
In this line, an analysis was carried out at the Autonomous University of Nayarit (UAN), in which a vacuum of data, information, and therefore, courses of action, which help students, who even at this university stage, lack habits and study techniques that facilitate the elaboration and fulfillment of academic activities, and with this, achieve significant learning, bringing as a benefit a greater school performance, motivation, planning and organization of time and activities.
The UAN is made up of several academic units, one of them is the Academic Unit of Accounting and Administration (UACYA), which houses various degrees: Accounting, Administration, Marketing, International Business and Public Administration. It is in UACYA, where the research for the elaboration of this article is developed.
With the certainty that it is necessary to find solutions to the problem raised above, a diagnosis regarding the impact of the presence and/or absence of habits and study techniques was carried out in the students of UACYA, who attended the semester from January to July 2024.
The reason that supports this diagnosis, part of an analysis, to the curricular maps of the offered degrees, which are found on its official website, it is observed that these act as if they were a "puzzle". Since most of the learning units keep track of each other. This is a consequence of the structure of its contents. It is here that meaningful learning takes vital importance, being that the student must relate new knowledge with previous ones, and these in their conjunction, generate a knowledge for the subject, and thus develop the competence of learning to learn.
Therefore, the main objective of the research is to identify the role played by feedback on the study techniques and their impact on the academic performance of UACYA students at UAN. And with these results, demonstrate the importance of training them in this subject and make proposals for improvement. Achieving benefits for the student, being a conscious and responsible subject of their cognitive processes and the construction of their knowledge, which affects in granting, by UACYA to the labor market, human capital that meets the acceptance and recognition of the employer companies.
2 THEORETICAL FRAMEWORK
2.1 THEORY OF MEANINGFUL LEARNING
Education is aimed at the learning of the learner, but this must have as a characteristic to be meaningful. The precursor of the term Meaningful Learning, was David Ausubel (1969), this theory raises, in the first instance, that the previous knowledge that an individual has is fundamental for the development of new knowledge. The existence of concepts that are familiar to him, will give the guideline for a better retention and application of knowledge to real situations (Vallori, A, 2014). Even, from the student's perspective, he considers that significant learning is greater when the dynamics or strategies of class are based on workshops or practices, which require the application of what has been studied and the resolution of problems (Andrews, D., Lieshout, E., & Kaudal, B., 2023)
Knowledge must be provided and integrated in a logical and non-arbitrary way, and comply with being relevant and understandable to the student. If these conditions are met, significant learning is obtained. In the words of Trenas (2009), meaningful learning arises when the student, as a builder of his own knowledge, relates the concepts to be learned and gives them a sense from the conceptual structure that he already possesses, but for this to happen, the student must want and be interested in it.
We can distinguish between two forms of meaningful learning: subordination and superordination (Moreira, 2012). Meaningful learning is called subordinate, when the subject achieves a cognitive anchoring of new knowledge with existing ones. Subsequent to this, superordered learning involves in the learner processes of induction, abstraction, synthesis that "lead to new knowledge that becomes subordinate to those who gave rise. It is a fundamental mechanism for the acquisition of concepts.
2.2 SELF-REGULATION THEORY OF LEARNING
One of the lines followed in the teaching-learning process is self-regulated learning, this theory by Zimmerman (1989), describes that learners are able to plan, control and direct their own learning, through metacognitive, motivational and behavioral processes. The student sets his own learning goals, monitors and controls his behavior and cognition, when he has to perform an activity in a given learning context (Gutiérrez and Salmerón, 2012).
Providing students with knowledge and skills on how to self-regulate their learning helps them improve their motivation, behavior, and metacognitive activities in order to control their learning (Zimmerman, 1995)
It is important to emphasize that this type of learning does not depend only on the student, but must be accompanied by enabling environments for the student to motivate, persist and strive, as well as accompany it with activities with value and significance relevant to achieve goals that have been proposed in the future.
Self-regulated students have particularities in their relationship with the learning process: they are constantly evaluated to measure their performance, they adjust their strategies according to the results obtained. (Bruin, A., Roelle, J., Carpenter, S., & Baars, M. 2020).
Implementing strategies in the classroom for the development of self-regulated learning is crucial to foster the empowerment of the student, to make them more effective and autonomous, not only to face the learning challenges in the classroom, but throughout their lives. (Yarasca, Oyola, Yarasca, Yarasca, Durand, Pucuhuayla; 2023)
2.3 STUDY HABITS
A habit, according to the RAE (2006), is a way of proceeding, conducting or doing something, a position acquired and learned, which implies the tendency to repeat and reproduce certain actions, low norms or similar circumstances, which constitutes a facet in the acquisition of skills.
That is why it is essential that the habits, referring to the study, are established in the daily educational work of the individual, where the teaching process, and the adaptation to this type of tasks is progressive. Thus, the effectiveness will be the result of a gradual process that requires commitment, both by students and teachers (Enríquez et. al 2015)
In another definition of the concept, the study habits are considered to be made up of internal and external factors; the former include aspects such as motivation, ability to concentrate, constancy, capacity for temporal and spatial organization, attention and effort. On the other hand the external would be place of study, the furniture, the luminosity and the noises.
The student, as part of their learning process, makes decisions that have to do with study habits, such as choosing learning material and adopting specific learning strategies (Zhou, 2022). These ongoing efforts aim to understand subjects, pass exams and activities, and improve their academic performance (Lone, 2021)
The establishment of suitable study habits, not only bring about an improvement in the student's school context, its ultimate aim is to ensure that the individual promotes, for himself, appropriate learning environments in the various environments of his development. Adding advantages such as: increasing the amount of material that can be learned in a unit of time, reducing the number of repetitions until its assimilation, reducing the time that could be devoted to a specific task, distributing the time between the various activities, establishing moments for rest, reducing stress and anxiety levels, preventing work from accumulating for the end, and dedicating time to other activities of interest. (Enríquez, Fajardo and Garzon, 2015)
Cabrera (2011), mentions that in addition to environmental factors (furniture, insulation, noise, temperature, ventilation, lighting, posture, planning) there are internal components of the student that are a fundamental part of the study habits: relaxation, concentration and attention.
2.4 STUDY TECHNIQUES
In the classroom, it is common to ask students to implement techniques to understand content that is of interest to their academic and/or professional training. Study techniques, according to Bedolla (2018), are defined as fundamentally logical tools, which help improve performance and help the process of memorization and study. No technique is safe, nor ideal for everyone, everyone must know them, learn them and know how to carry them out, to be in a position to establish which is the right one, taking into account their personal way of learning.
Study techniques require, on the part of the student, manual and intellectual skills, use of tools and varied knowledge, are ways of making the attitude to study and learning operational and functional. By possessing them, they give as advantage attention and concentration, being able to distinguish the main content from the secondary, reducing dispersion.
The use of study techniques is essential when proceeding to learn, these allow a better understanding, assimilation and implementation of the object of transformed knowledge, through the organized logical systematization of the teaching-learning process. Some of them, which have been classified by various authors (Ballenato, 2005; Rodríguez y García, 2010; Salas, 2010): they are the proper reading, preparation of notes, highlighting, summary, preparation and development of exams, conceptual maps, among others. These continuously applied techniques will become behaviors that will be part of the students' study habits.
3 METHODOLOGY
To achieve the objective of the research, a non-experimental design was used, because there is no control with the variables under study, it was also of a correlational transectional type, since the correlations between the factors under study were analyzed.
The students analyzed were those who were found in the facilities of the Academic Unit of Accounting and Administration during the period from January to July of 2024, so the type of sampling was of convenience achieving a sample of 328 students.
A database was built o using the SPSS (Statitical Package for Social Sciences) version o a n 27, to analyze correlations, exploratory and confirmatory factor analysis was used, where first a divergent and convergent analysis was performed, then the reliability analysis, validated the instrument was proceeded to perform the exploratory factor a lysis, which is used o a the software AMOS (Analysis of Moment Structures) for the confirmatory analysis and adaptation o the model. a The instrument is composed of 2 dimensions and 56 items with a likert scale of 5 levels, where 1 is very much in disagreement, 2 in disagreement, 3 undecided, 4 in agreement and 5 very much in agreement.
Convergent and divergent validity is o . The first one mentioned is understood as the positive correlation between what is observed. And the second, as the absence of statistical correlation between the tests (Hogan, 2004). Then, the validation of the scale was determined by means of convergent validity, eliminating 40 items with low correlation coefficients, resulting in an instrument with 15 items as shown in table X.
As shown in Table 2, the cronbach alpha coefficient measures the degree of consistency between measures of a variable, the acceptable value >0.70 per item was considered and in general, the latter by , 746, considered acceptable.
4 RESULTS AND DISCUSSIONS
The use of the technique of factor analysis is to obtain simpler, easily understood and meaningful dimensions (Hair et al., 2010). For this purpose, the sampling sufficiency measure (MAS) was analyzed, which serves to measure the degree of interrelations between the variables, resulting in -799. The second step was, to calculate the Bartlett sphericity, where it was obtained from -000, as shown in table 3.
After that, the analysis of major components was carried out. Hair et al. (2010) state that the extracted variance is satisfactory when it is close to or greater than 60%. As shown in Table 4, the present research had a result of 56.478% and is explained by three components, each with an eigenvalue of 1.
Table 5 shows the rotated factor solution with the varimax method, where 14 items were grouped into 3 factors; 6 for component 1, 4 for component 2 and 4 for component 3.
Subsequently, the Confirmatory Factor Analysis (CFA) was performed, which allows correcting deficiencies of the previous analysis, in addition to confirming the correlation and generation of a model, the above was done through the adjustment indicators that determine the confirmation of the proposed factor, on the other hand the unidirectional arrows between the factors and the items express saturation and the bidirectional arrows indicate the correlation between the factors (Joreskog, 1996).
The result of the first run of the AFC of the internal communication o n factors is as shown in Figure 1.
In Table 6, it can be observed that the first adjustment run values are very low, however the next 3 adjustment runs were made until the criteria were acceptable. Covariances of standardized residues were subsequently analyzed considering that the items must have values lower than 2.58; if not, the item is deleted.
In Table 7 the P4 is the one with the highest coefficient so it is deleted; in Table 8, the item that is deleted is P3. In Table 9, there are 12 i items that have acceptable coefficients below 2.58 and comply with the measures of goodness of adjustment complying with what was proposed by Hair et al (2010).
Figure 2 shows the loads of each i topic with their respective factor, complementing the analysis of covariances of the standardized residues of the i topics in table 9, where all coefficients below 2.58 are shown.
5 CONCLUSION
Once developed the theoretical and statistical analysis, it is concluded that there are 3 factors that influence the role of feedback to improve study techniques and study habits in students. The above was identified through a factor analysis of the questionnaires applied to UACyA students of the UAN.
The first factor is the strategies of understanding and processing information (C1), reflecting the methods that students use to deeply understand, merge information from different sources and thus understand the information before memorizing or retaining the knowledge. The second, the strategies of self-regulation and optimization of the study (C2) refer to the ability of UACyA students to self-regulate their knowledge and learning, thus achieving results that will enhance their study methods in a positive way. The last element to take into account is transparency in the objectives and evaluation criteria, which facilitates the orientation of students in their learning process.
The study has shown that the above factors provide a basis for generating more relevant feedback strategies and enabling UACyA students at UAN to increase their academic performance
REFERENCES
Alcalá Cabrera, R. (2011). ¿Los hábitos de estudio, útiles ante el fracaso escolar? Revista Científica de Investigación, 41, 1-10. Granada: CSIF. https://archivos.csif.es/archivos/andalucia/ensenanza/revistas/csicsif/revista/pdf/Numero_ 41/ROCIO_ALCALA_CABRERA_01.pdf
Andrews, D., Lieshout, E., & Kaudal, B. (2023). How, Where, And When Do Students Experience Meaningful Learning? International Journal of Innovation in Science and Mathematics Education. https://doi.org/10.30722/ijisme.31.03.003.
Ausubel, D. P. (1969). Educational psychology: A cognitive view. Holt, Rinehart & Winston.
Ballenato Prieto, G. (2005). Técnicas de estudio: El aprendizaje activo y positivo. Pirámide.
Bedolla Solano, R. (2018). Programa educativo enfocado a las técnicas y hábitos de estudio para lograr aprendizajes sustentables en estudiantes de nuevo ingreso al nivel superior. Revista Iberoamericana De Educación, 76(2), 73-94. https://doi.org/10.35362/rie7622959
Cardona Puello, S. P., Osorio Beleño, A. J., Herrera Valdez, A. D. la C., & González Maza, J. M. (2019). Actitudes, hábitos y estrategias de lectura de ingresantes a la educación superior. Educación Y Educadores, 21(3), 482-503. https://doi.org/10.5294/edu.2018.21.3.6
Chavez, Z. R. (2018). Las técnicas de estudio y el rendimiento académico de los estudiantes del V ciclo de la E.A.P de ingeniería industrial (Tesis doctoral). https://repositorio.unjfsc.edu.pe/bitstream/handle/20.500.14067/2385/CHAVEZ%20ZAV ALETA%20RAUL.pdf?sequence=1&isAllowed=y
Chilca, L. (2017). Autoestima, hábitos de estudio y rendimiento académico en estudiantes universitarios. Propósitos y Representaciones, 5(1), 71-127 http://dx.doi.org/10.20511/pyr2017.v5n1.145
De Bruin, A. B. H., Roelle, J., Carpenter, S.K. et al. Síntesis de la carga cognitiva y la teoría de la autorregulación: un marco teórico y una agenda de investigación. Educ Psychol Rev 32, 903-915 (2020). https://doi.org/10.1007/s10648-020-09576-4
Enríquez, M., Fajardo, M., Garzón, F. (2015). Una revisión general a los hábitos y técnicas de estudio en el ámbito universitario. Psicogente, 18(33), 166-187. http://doi.org/10.17081/psico.18.33.64
García León, M., Mendoza Montoya, A., y Fernández Saucedo, L. (2018). Aprender a aprender: Hábitos, métodos, estrategias y técnicas de estudio: Guía para el aprendizaje significativo. Editorial.
Gordillo Martínez, Ángel Esteban; Román Fuentes, Juan Carlos; Franco Gurría, Rafael Timoteo. Hábitos de Estudio con que Egresan los Alumnos; Caso Facultad de Contaduría y Administración, Campus I de la UNACH. Revista de Gestión Empresarial y Sustentabilidad, [S.l.], v. 1, n. 1, p. 21-34, dec. 2015. ISSN 2448-6043. https://rges.umich.mx/index.php/rges/article/view/3
Hair, J., Anderson, R., Tatham, R. y Black, W. (2010). Ana lisis Multivariante. Pearson.
Hernández Herrera, Claudia Alejandra, & Rodríguez Perego, Nicolás, & Vargas Garza, Ángel Eduardo (2012). Los hábitos de estudio y motivación para el aprendizaje de los alumnos en tres carreras de ingeniería. Revista de la Educación Superior, XLI (3)(163),67-87 ISSN: 0185-2760. https://www.redalyc.org/articulo.oa?id=60425380005
Herrera-Torres, Lucía, y Lorenzo-Quiles, Oswaldo. (2009). Estrategias de aprendizaje en estudiantes universitarios. Un aporte a la construcción del Espacio Europeo de Educación Superior. Educación y Educadores, 12(3), 75-98. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-12942009000300005&lng=en&tlng=es.
Hogan, T. (2004). Pruebas Psicologicas Una introduccio n practica. El Manual Moderno.
Joreskog, K. A. (1996). A General approach to confirmatory likelihood factor analysis. Psychometrika, 34(2), 183-202.
Lone, R. A. (2021). Study habits and academic performance among students: A systematic review. Research Review International Journal of Multidisciplinary, 6(5), 132-135. https://doi.org/10.31305/rrijm.2021.v06.i05.019
Malander, Nancy (2014). Estrategias de aprendizaje y hábitos de estudio en el nivel superior: Diferencias según el año de cursado. Apuntes Universitarios. Revista de Investigación, IV(1),9-22. https://www.redalyc.org/articulo.oa?id=467646128002
Mena, Golbach & Véliz (2009), "Influencia de los ha bitos de estudio en el rendimiento de alumnos ingresantes". Universidad Nacional de Tucuma n, proyecto "Propuesta de Innovación Metodológica para la Enseñanza de la Matemática con Modalidad No Presencial en Carreras de Ciencias Econo micas"<https://funes.uniandes.edu.co/funes-documentos/influencia-de-los-habitos-de-estudio-en-el-rendimiento-de-alumnos>-ingresantes/
México. Constitución Política de los Estados Unidos Mexicanos. (1917). Constitución Política de los Estados Unidos Mexicanos. https://www.diputados.gob.mx/LeyesBiblio/pdf/CPEUM.pdf
Moreira, M. A. (2012). ¿Al final, que es el aprendizaje? Revista Curriculum, 29-56. https://riull.ull.es/xmlui/bitstream/handle/915/10652/Q_25_%282012%29_02.pdf?sequen ce=5&isAllowed=y
Pita Arzubialde, Noemi Isabel. (2018). Nivel De Conocimiento Sobre Las Técnicas De Estudio En Las Estudiantes Del Primer Semestre De La Escuela Profesional De Enfermería Universidad Andina Del Cusco. Repositorio Digital Institucional Universidad Cesar Vallejo. https://repositorio.ucv.edu.pe/handle/20.500.12692/34006
Pozo, J. I. (2006). Teorías cognitivas del aprendizaje. Morata.
Quintana Terés, María Celia (2014). El aprendizaje autorregulado en estudiantes de educación superior (Tesis doctoral). Universidad Iberoamericana de Puebla. https://rei.iteso.mx/bitstream/handle/11117/1488/UIAP_Celia_Quintana.pdf?sequence=2
Quispe, V., Canto, M., Quispe, A., Quispe, D., Guillen, B., & Revatta, F. (2023). Self-Regulated Learning of University Students: A Bibliometric Review in Scopus. International Journal of Membrane Science and Technology. . https://doi.org/10.15379/ijmst.v10i3.1718.
Real Academia Española: Diccionario de la lengua española, 23. ed., [versión 23.7 en línea https://dle.rae.es/h%C3%A1bito
Rodríguez, M., & García, L. (2010). Aprender a aprender: Técnicas de estudio y planificación. Alianza Editorial.
Román Fuentes, J. C., Franco Gurría, R. T., & Román Julián, R. (2020). Diagnóstico sobre hábitos de estudio en universitarios de nuevo ingreso como herramienta para identificar oportunidades de mejora. RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 11(21). https://doi.org/10.23913/ride.v11i21.692
Salas Parrilla, M. (2000). Estudio eficaz: Estrategias para aprender mejor. Alianza Editorial.
Salmerón Pérez, H., & Gutierrez-Braojos, C. (2012). La competencia de aprender a aprender y el aprendizaje autorregulado. Posicionamientos teóricos. Editorial. Profesorado. Revista de Currículum y Formación de Profesorado, 16(1), 5-13. https://www.redalyc.org/articulo.oa?id=56724377001
Trenas, F. R. (Julio de 2009). Aprendizaje significativo y constructivismo. Temas para la educacion(3). https://matematicasiesoja.wordpress.com/wp-content/uploads/2021/01/el-aprendizaje-significativo.pdf
Vallori, A. (2014). Meaningful Learning in Practice. Journal of education and human development, 3. https://doi.org/10.15640/JEHD.V3N4A18.
Zhou, J., Wang, X. The Influence of Chinese College Students' Meta-Cognitive Strategy and Motivational Beliefs on their Study Habits. Asia-Pacific Edu Res 31, 93-103 (2022). https://doi.org/10.1007/s40299-020-00541-x
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. https://doi.org/10.1037/0022- 0663.81.3.329
Zimmerman, B. J. (1995). Self-regulated learning: From theory to practice. In M. A. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 307-360). JAI Press.
You have requested "on-the-fly" machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer
Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer
© 2024. This work is published under https://rgsa.emnuvens.com.br/rgsa/about/editorialPolicies#openAccessPolicy (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
Abstract
Objective: The main objective of the research is to identify the role of knowledge about study techniques and its impact on the academic performance of students of the Academic Unit of Accounting and Administration (UACYA) at the Autonomous University of Nayarit (UAN). With the results obtained, it will be possible to demonstrate the importance of training them in this subject and make proposals for improvement. Achieving benefits for the student, being a conscious and responsible subject of their cognitive processes and the construction of their knowledge. Theoretical Framework: The conceptualization of meaningful learning is presented, from its precursor David Ausubel (1969), in which the individual is the constructor of his own knowledge, relating the concepts to be learned and with the information he already possesses. Achieving this, the guideline is given to obtain self-regulated learning, where learners are able to plan, control and direct their own learning, through metacognitive, motivational and behavioral processes. Supported by the use of strategies of study habits and techniques that allow them to meet their objectives and impacting their academic performance. Method: A non-experimental design was used, since there was no control with the variables under study, and it was also of a transectional correlational type, since the correlations between the factors under study were analyzed. The students analyzed were those who were found in the facilities of the Academic Unit of Accounting and Administration, so the type of sampling was of convenience, achieving a sample of 328 students. To analyze the correlations, the exploratory and confirmatory factor analysis was used, where first a divergent and convergent analysis was performed, then the reliability analysis, and once the instrument was validated, the exploratory factor analysis was performed, which used the AMOS (Analysis of Moment Structures) software for the confirmatory analysis and adequacy of the model. Results and Discussion: When applying the factor analysis, it was found that the variables were correctly grouped in three components, with a result of 56.478% of the total variance, being acceptable for the social studies, subsequently the KMO test was 0.799 and Bartlett's sphericity was less than .001, confirming the analysis. After elimination of items (p3 and p4) in the Confirmatory Factor Analysis, the fit indices complied with the acceptable values of CFI and RMSEA, obtaining a final adjusted and valid model, i.e. three consistent and relevant dimensions for future research. Research Implications: The practical and theoretical implications of this study highlight the importance of seeking strategies to generate in higher level learners the knowledge about study habits and techniques, which will lead them to be able to manage their own knowledge, and therefore fulfill their academic objectives. At the same time to seek to promote further educational research on issues related to meaningful and self-regulated learning. Originality/Value: This study contributes to the literature by demonstrating the importance of understanding the study habits and techniques of higher education students, and how their application in the learning process impacts academic performance. It sets the guideline for higher education institutions to develop in their students the ability to manage their own knowledge.