Intervention in Learning Strategies: Study with New University Students

Martins, Rosana Maria Mohallem; Santos, Acácia Aparecida Angeli dos

doi:10.1590/1982-4327e2839

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Psychological Evaluation • Paidéia (Ribeirão Preto) 28 • 2018 • https://doi.org/10.1590/1982-4327e2839 copy

Intervention in Learning Strategies: Study with New University Students¹ 1 Article derived from the doctoral thesis of the first author under the supervision of the second, defended in 2016, in the Post-Graduate Program in Psychology of the University of São Francisco. Support: This study was financed in part by the Coordination for the Improvement of Higher Education Personnel - CAPES - Finance Code 001.

Intervenção em Estratégias de Aprendizagem: Estudo com Universitários Ingressantes

Intervención en Estrategias de Aprendizaje: Estudio con Universitarios Ingresantes

Authorship SCIMAGO INSTITUTIONS RANKINGS

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 quasi-experimental, 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 (LSS-US). 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.

Keywords:
learning; self-regulation of learning; educational psychology; higher education

Session	Types of strategies and aspects focused
1ª	Strategies of metacognitive self-regulation of planning and strategies for self-regulation of the contextual resources
1ª	Setting objectives, managing time, structuring the environment
2ª	Strategies of cognitive self-regulation of essay, organizational elaboration and metacognitive monitoring.
2ª	Short-term memory and long-term memory
3ª	Strategies of cognitive self-regulation of elaboration
3ª	Organization of information: annotations, abstracts
4ª	Strategies of cognitive self-regulation of elaboration
4ª	Organization of information: Cornell technique
5ª	Strategies of Cognitive Self-Regulation
5ª	Organization of information: conceptual maps
6ª	Self-regulation strategies for internal resources
6ª	Anxiety in the face of evidence. Preparation for exams

Measures	EG (n = 24)					CG (n = 59)
	Min	Max	M	SD	*M Rank*	Min	Max	M	SD	*M Rank*	U	p
Cognitive Metacognitive Self-regulation	35	64	47.96	7.83	43.15	27	68	47.22	9.21	41.53	680.50	0.78
Self-Regulation Internal and Contextual Resources	7	22	16.17	3.99	41.27	9	22	16.47	3.56	42.30	690.50	0.86
Social Self-Regulation	4	11	8.63	1.83	48.65	3	12	7.93	1.91	39.30	548.50	0.10
Learning Strategies Total	51	96	72.75	11.95	44.10	43	102	71.62	12.51	41.14	657.50	0.61

Measures	EG (n = 24)
Measures	M	*Ranks*	N	M by Ranks	Z	p
Self-Regulation of Internal and Contextual Resources (post-test)	46.63	Negatives	12	10.38	-1.18	0.23
Self-Regulation of Internal and Contextual Resources (pre-test)	47.96	Positives	7	9.36
		Draws	5
Self-Regulation of Internal and Contextual Resources (post-test)	16.50	Negatives	7	9.71	-0.76	0.44
Self-Regulation of Internal and Contextual Resources (pre-test)	16.17	Positives	11	9.36
		Draws	6
Social Self-regulation (post-test)	8.25	Negatives	12	10.04	-1.04	0.29
Social Self-regulation (pre-test)	8.62	Positives	7	9.93
		Draws	5
Total Learning Strategies (post-test)	71.38	Negatives	14	13.61	-1.16	0.24
Total Learning Strategies (pre-test)	72.75	Positives	10	10.95
		Draws	0

Measures	Control Group (n=59)
Measures	M	*Ranks*	N	M by Ranks	Z	p
Cognitive and Metacognitive Self-Regulation (post-test)	47.22	Negatives	27	32.48	-0.16	0.86
Cognitive and Metacognitive Self-Regulation (pre-test)	47.22	Positives	31	26.90
		Draws	1
Self-Regulation of Internal and Contextual Resources (post-test)	16.63	Negatives	26	24.15	-0.32	0.74
Self-Regulation of Internal and Contextual Resources (pre-test)	16.47	Positives	25	27.92
		Draws	8
Social Self-regulation (post-test)	7.61	Negatives	26	27.67	-0.80	0.42
Social Self-regulation (pre-test)	7.93	Positives	24	23.15
		Draws	9
Total Learning Strategies (post-test)	71.62	Negatives	30	28.62	-0.25	0.79
Total Learning Strategies (pre-test)	71.46	Positives	27	29.43
		Draws	2

Measures	EG (n = 14)
Measures	M	*Ranks*	N	*M by Ranks*	Z	p
Cognitive and Metacognitive Self-Regulation (post-test III)	46.61	Negatives	9	6.89	-0.59	0.55
Cognitive and Metacognitive Self-Regulation (pre-test)	47.64	Positives	5	8.60
		Draws	0
Self-Regulation of Internal and Contextual Resources (post-test III)	17.00	Negatives	8	5.88	-0.34	0.72
Self-Regulation of Internal and Contextual Resources (pre-test)	16.64	Positives	6	9.67
		Draws	0
Social Self-regulation (post-test III)	7.57	Negatives	11	6.86	-2.12	0.03
Social Self-regulation (pre-test)	8.64	Positives	2	7.75
		Draws	1
Total Learning Strategies (post-test III)	71.29	Negatives	8	6.81	-0.62	0.52
Total Learning Strategies (pre-test)	72.93	Positives	5	7.30
		Draws	1

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence Address: Rosana Maria Mohallem Martins. Centro Universitário de Itajubá. Av. Antônio Braga Filho, 687, Itajubá-MG, Brazil. CEP 37.505-131. E-mail: rosanamohallem@gmail.com