Enfoques de aprendizaje, perspectiva temporal y persistencia en estudiantes universitarios

  1. Ángela Zamora Menéndez 1
  2. Javier Gil Flores 2
  3. Manuel Rafael de Besa Gutiérrez 3
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  3. 3 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

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Zeitschrift:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Datum der Publikation: 2020

Ausgabe: 23

Nummer: 2

Seiten: 17-39

Art: Artikel

DOI: 10.5944/EDUCXX1.25552 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Educación XX1: Revista de la Facultad de Educación

Zusammenfassung

The aim of the present paper was to analyse the role of learning approaches and future time perspective in the academic persistence of firstyear university students. The sample comprised 453 first-year undergraduate students from the University of Seville (Spain). To measure the students’ probability of persistence, the three significant predictors of the College Persistence Questionnaire were employed. Also, the Revised Two Factor Study Process Questionnaire and the Time Perspective Inventory were used to measure the students’ learning approaches and future time perspective respectively. A hierarchical cluster analysis allowed the identification of two groups of students with high and low probability of persistence. A sequential logistic regression analysis was performed to assess the contribution of the approaches to learning and future time perspective in order to explain students’ academic persistence. Our results showed that both constructs are significant predictors of persistence in university students. Students with a deep approach and with a positive vision of their future are more likely to persist than those with a surface approach. Bearing in mind the possibility of provoking modifications in students’ learning approaches, our findings revealed the relevance of using teaching methodologies that prompt students to employ deep learning approaches in order to prevent university student dropout.

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Fuente de los datos: Dialnet