Disposición y enfoques de aprendizaje en estudiantes universitarios de primer año / First-year university students disposition and approaches to learning
Research on self-regulated learning has recognized cognitive processes that students select and execute to achieve their goals. When performing a task, the student analyzes the task characteristics, context and his own capacities, employing resourceplanning and management, adopting either deep or superficial learning approaches. To describe the relationship between disposition to learningstrategies and and deep and superficial learning approaches, the Cuestionario de Formas de Estudio questionnaire was applied to 344 1st year students from eight study programs of a Chilean university. The results show significant correlation (r greater than 0.30, p lower than 0.001) between disposition to learningstrategies and usage ofdeep learning approaches, and between the aforementioned variables and the amount of weekly study time.