Intervention in Learning Strategies: Study with New University Students

Authors

  • Rosana Maria Mohallem Martins Centro Universitário de Itajubá
  • Acácia Aparecida Angeli dos Santos Universidade São Francisco

DOI:

https://doi.org/10.1590/1982-4327e2839

Keywords:

learning, self-regulation of learning, educational psychology, higher education

Abstract

Psychoeducational intervention programs in higher education can contribute to academic success. This research aimed to verify the effects of a program for the development of learning strategies in university students. The design used was quasiexperimental, with pre-test, intervention and three post-tests. 83 students participated, of which 59 were from the Control Group and 24 from the Experimental Group. It was used in the pre-test and post-tests the Learning Strategies Scale for University Students (LSSUS). The results in the post-tests revealed qualitative but not quantitative differences. The data allowed us to reflect on the impact of enrollment in higher education and to confirm the need to teach self-regulated learning strategies from the first year of graduation. The lack of previous knowledge, high expectations, as well as the number of intervention sessions were variables that possibly interfered in the results, not allowing, from a statistical point of view, a significant increase in the scale scores.

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Published

2018-07-02

Issue

Section

Psychological Evaluation

How to Cite

Intervention in Learning Strategies: Study with New University Students. (2018). Paidéia (Ribeirão Preto), 28, e2839. https://doi.org/10.1590/1982-4327e2839