Palabras clave
Aprendizaje autorregulado
Metacognición
Estilo atribucional
Motivación
Estrategias de aprendizaje
Cómo citar
Resumen
La presente investigación tuvo como objetivo establecer los cambios en algunas variables que influyen en la conducta de estudio (motivación, uso de estrategias de aprendizaje, estilo atribucional y funciones ejecutivas) a partir de la estrategia conocida como «pruebas de práctica» en una muestra de estudiantes universitarios. Investigación descriptiva transversal con pretest y postest. La muestra estuvo integrada por 28 estudiantes adscritos a un programa de pregrado en Psicología. Entre los instrumentos empleados se utilizó la medida de motivación y uso de estrategias (MSLQ) en su versión en español para habla hispana (CMEA), la escala de estilo atribucional (EA) y la batería de funciones ejecutivas (Banfe2).
La intervención mediante pruebas de práctica, no permitió establecer diferencias estadísticas significativas para las variables evaluadas de motivación y uso de estrategias, estilo atribucional y funciones ejecutivas, salvo en el caso de las funciones ejecutivas a nivel de subhabilidades de naturaleza dorsolateral, por lo que queda el interrogante indicado, acerca de sí las pruebas de práctica sean la estrategia de aprendizaje más efectiva, como ha sido señalado por diferentes investigadores en el campo de los trabajos en metacognición.
Citas
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