Relationship among motivation, cognitive styles and learning strategies in mastery students from the national university of education enrique guzmán y valle

Palomino Orizano J.A.; Carbajal Arroyo M.C.; Solano Gutiérrez J.; Solano Perales K. · Universidad y Sociedad (2020)

Resumen

This study was carried out in order to determine the relationship among motivation and cognitive styles with learning strategies. For this, we worked with a population of 191 and a random sample of 128 masters students from the first to the fourth cycle, from the mentions of university teaching and learning problems, from the Enrique Guzmán y Valle National University of Education. The correlational descriptive design was used and the correlation was determined using Pearsons R. The data were collected through questionnaires of motivation, cognitive styles and learning strategies, elaborated and validated for research. In general, after processing the data, a Pearson R for motivation and learning strategies of r=0.355 was observed, which indicates a degree of weak positive relationship, with a value of p=0.000 less than 0.05, which indicates a significant relationship; and a Pearsons R for cognitive styles and learning strategies of r=0.327, which indicates a degree of weak positive relationship, with a value of p=0.000 less than 0.05, which indicates a significant relationship; which means that motivation and cognitive styles are related to learning strategies.

Instituciones: Universidad Nacional Daniel Alcides Carrión; Universidad Nacional José María Arguedas; Universidad Tecnológica de los Andes; Universidad Nacional de Educación Enrique Guzmán y Valle