Learning Strategies and Teaching Performance in Academic Satisfaction in University Students in Lima
Descripción del Articulo
Academic satisfaction in university students has been studied linking with contextual factors of the educational environment, among others, the teaching of the teacher, support in adaptation, as well as personal factors of the student. The purpose of this study was to estimate the prediction of the...
| Autores: | , , |
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| Formato: | artículo |
| Fecha de Publicación: | 2023 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/1792 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/1792 |
| Nivel de acceso: | acceso abierto |
| Materia: | Estrategias de aprendizaje Desempeño docente Satisfacción académica Estudiantes universitarios Psicología Learning strategies Teaching performance Academic Satisfaction University students Psychology |
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Learning Strategies and Teaching Performance in Academic Satisfaction in University Students in Lima Estrategias de aprendizaje y desempeño docente en la satisfacción académica en universitarios de Lima |
| title |
Learning Strategies and Teaching Performance in Academic Satisfaction in University Students in Lima |
| spellingShingle |
Learning Strategies and Teaching Performance in Academic Satisfaction in University Students in Lima Montes de Oca Serpa, Jesús Hugo Estrategias de aprendizaje Desempeño docente Satisfacción académica Estudiantes universitarios Psicología Learning strategies Teaching performance Academic Satisfaction University students Psychology |
| title_short |
Learning Strategies and Teaching Performance in Academic Satisfaction in University Students in Lima |
| title_full |
Learning Strategies and Teaching Performance in Academic Satisfaction in University Students in Lima |
| title_fullStr |
Learning Strategies and Teaching Performance in Academic Satisfaction in University Students in Lima |
| title_full_unstemmed |
Learning Strategies and Teaching Performance in Academic Satisfaction in University Students in Lima |
| title_sort |
Learning Strategies and Teaching Performance in Academic Satisfaction in University Students in Lima |
| dc.creator.none.fl_str_mv |
Montes de Oca Serpa, Jesús Hugo Bazán Ramírez, Aldo Tirado, Jhonatan |
| author |
Montes de Oca Serpa, Jesús Hugo |
| author_facet |
Montes de Oca Serpa, Jesús Hugo Bazán Ramírez, Aldo Tirado, Jhonatan |
| author_role |
author |
| author2 |
Bazán Ramírez, Aldo Tirado, Jhonatan |
| author2_role |
author author |
| dc.subject.none.fl_str_mv |
Estrategias de aprendizaje Desempeño docente Satisfacción académica Estudiantes universitarios Psicología Learning strategies Teaching performance Academic Satisfaction University students Psychology |
| topic |
Estrategias de aprendizaje Desempeño docente Satisfacción académica Estudiantes universitarios Psicología Learning strategies Teaching performance Academic Satisfaction University students Psychology |
| description |
Academic satisfaction in university students has been studied linking with contextual factors of the educational environment, among others, the teaching of the teacher, support in adaptation, as well as personal factors of the student. The purpose of this study was to estimate the prediction of the influence of student study strategies and teacher performance on the academic satisfaction of psychology students from two public universities in Lima, Peru. 161 university students of the degree in psychology participated, from two public universities in Lima, 46 men and 115 women, who answered three self-report scales, one on learning strategies, another on the performance of their teachers, and the third on academic satisfaction. The three scales obtained high internal consistency indices. The method used includes a non-experimental, explanatory design, to determine the incidence of the variables study strategies and teaching performance, on the variable academic satisfaction, through linear regression analysis. The results showed that, with a statistical significance level of 5% (p < .000), the two predictor variables significantly affected academic satisfaction. Based on the results, it is concluded that teaching performance and student learning strategies have a significant impact on the academic satisfaction of psychology students at two public universities in Metropolitan Lima. |
| publishDate |
2023 |
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2023-08-31 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/1792 10.20511/pyr2023.v11n2.1792 |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/1792 |
| identifier_str_mv |
10.20511/pyr2023.v11n2.1792 |
| dc.language.none.fl_str_mv |
spa eng |
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spa eng |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/1792/1819 https://revistas.usil.edu.pe/index.php/pyr/article/view/1792/1825 https://revistas.usil.edu.pe/index.php/pyr/article/view/1792/1832 https://revistas.usil.edu.pe/index.php/pyr/article/view/1792/1838 /*ref*/Altamirano, C. (2006). Estrategias de aprendizaje y rendimiento académico en estudiantes de la Escuela Académico Profesional de Medicina Humana en la Universidad Peruana Los Andes, Huancayo, Junín [Tesis de Licenciatura]. Universidad Peruana Cayetano Heredia. /*ref*/Asencios-Domínguez, I. S., & Rivas-Díaz, L. H. (2022). Estrategias de aprendizaje y logro de competencias genéricas en estudiantes de enfermería. Revista Cubana de Enfermería, 38(4). https://revenfermeria.sld.cu/index.php/enf/article/view/5390 /*ref*/Barbosa, A., Canós-Darós, L., Coelho, A., Perelló, M., & Santandreu, C. (2019). Estilos y estrategias de aprendizaje de estudiantes: Un estudio comparativo entre España y Brasil. Journal of Management and Business Education (JMBE), 2(3), 192-214. /*ref*/Bazán-Ramírez, A., & Velarde-Corrales, N. (2021). Auto-reporte del estudiantado en criterios de desempeño didáctico en clases de psicología. Journal of Behavior, Health and Social Issues, 13(1), 22-35. /*ref*/Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. https://doi.org/10.1016/j.iheduc.2015.04.007 /*ref*/Cornillez, E. (2019). Instructional quality and academic satisfaction of university students. European Journal of Education Studies, 6(4), 13-30. /*ref*/De la Fuente, J., & Justicia, F. (2017). Escala de estrategias de aprendizaje ACRA-Abreviada para alumnos universitarios. Electronic Journal of Research in Education Psychology, 1(2). https://doi.org/10.25115/ejrep.2.114 /*ref*/Dominguez-Lara, S. A., & Campos-Uscanga, Y. (2017). Influence of study satisfaction on academic procrastination in psychology students: A preliminary study. Liberabit: Revista Peruana de Psicología, 23(1), 123-135. https://doi.org/10.24265/liberabit.2017.v23n1.09 /*ref*/Fernandez, W. M. (2021). Language Learning Strategies, English proficiency and Online English Instruction Perception during COVID-19 in Peru. International Journal of Instruction, 14(4), 155-172. https://doi.org/10.29333/iji.2021.14410a /*ref*/Fuster-Guillén, D., Díaz, C., Guillén, P., Barzola, M., & Alva, M. (2021). Effect of Cognitive Learning Strategy on Academic Stress of the University Students in COVID-19 Context. Health Education and Health Promotion, 9(5), 535-541. http://hehp.modares.ac.ir/article-5-56403-en.html /*ref*/García, E., Arévalo, J., Alcaraz, J., Gallegos, M., Alonso, K., Ricardez, C., & Ocampo, F. de J. (2019). Satisfacción de estudiantes en medicina con desempeño docente y tutorías académicas. 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Educación Médica, 18(1), 74-77. https://doi.org/10.1016/j.edumed.2016.06.016 /*ref*/Mohammed, S. (2020). Academic Satisfaction Among Nursing College Students in Basra. Research Journal of Medical Sciences, 14(1), 15-19. https://doi.org/10.36478/rjmsci.2020.15.19 /*ref*/Morales, M., & Chávez, J. (2019). Satisfacción académica en estudiantes de nivel superior: Variables escolares y personales asociadas. Revista Electrónica sobre Cuerpos Académicos y Grupos de Investigación, 6(12). https://www.cagi.org.mx/index.php/CAGI/article/view/198 /*ref*/Nasser-Abu, F. (2017). Teaching in higher education: Good teaching through students’ lens. Studies in Educational Evaluation, 54, 4-12. https://doi.org/10.1016/j.stueduc.2016.10.006 /*ref*/Nauta, M. (2007). Assessing College Students’ Satisfaction With Their Academic Majors. Journal of Career Assessment, 15(4), 446-462. https://doi.org/10.1177/1069072707305762 /*ref*/Nearchou, F. A., Stogiannidou, A., & Kiosseoglou, G. (2014). 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Adaptación de la Escala de Satisfacción Académica en Estudiantes Universitarios Chilenos. Psicología Educativa, 24(2), 99-106. https://doi.org/10.5093/psed2018a15 /*ref*/Wang, C.-H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. https://doi.org/10.1080/01587919.2013.835779 /*ref*/Weinstein, C., Palmer, D., & Schulte, A. (1987). Learning and study strategies inventory (LASSI). H & H Publishing. /*ref*/Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909 |
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Derechos de autor 2023 Jesús Hugo Montes de Oca Serpa, Jesús Hugo Montes de Oca Serpa https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
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Derechos de autor 2023 Jesús Hugo Montes de Oca Serpa, Jesús Hugo Montes de Oca Serpa https://creativecommons.org/licenses/by-nc-nd/4.0 |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Propósitos y Representaciones. Journal of Educational Psychology; Vol. 11 No. 2 (2023): May - August; e1792 Propósitos y Representaciones; ##issue.vol## 11 ##issue.no## 2 (2023): Mayo - Agosto; e1792 Propósitos y Representaciones; Vol. 11 Núm. 2 (2023): Mayo - Agosto; e1792 2310-4635 2307-7999 10.20511/pyr2023.v11n2 reponame:Revistas - Universidad San Ignacio de Loyola instname:Universidad San Ignacio de Loyola instacron:USIL |
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Learning Strategies and Teaching Performance in Academic Satisfaction in University Students in LimaEstrategias de aprendizaje y desempeño docente en la satisfacción académica en universitarios de LimaMontes de Oca Serpa, Jesús HugoBazán Ramírez, Aldo Tirado, Jhonatan Estrategias de aprendizajeDesempeño docenteSatisfacción académicaEstudiantes universitariosPsicologíaLearning strategiesTeaching performanceAcademic SatisfactionUniversity studentsPsychologyAcademic satisfaction in university students has been studied linking with contextual factors of the educational environment, among others, the teaching of the teacher, support in adaptation, as well as personal factors of the student. The purpose of this study was to estimate the prediction of the influence of student study strategies and teacher performance on the academic satisfaction of psychology students from two public universities in Lima, Peru. 161 university students of the degree in psychology participated, from two public universities in Lima, 46 men and 115 women, who answered three self-report scales, one on learning strategies, another on the performance of their teachers, and the third on academic satisfaction. The three scales obtained high internal consistency indices. The method used includes a non-experimental, explanatory design, to determine the incidence of the variables study strategies and teaching performance, on the variable academic satisfaction, through linear regression analysis. The results showed that, with a statistical significance level of 5% (p < .000), the two predictor variables significantly affected academic satisfaction. Based on the results, it is concluded that teaching performance and student learning strategies have a significant impact on the academic satisfaction of psychology students at two public universities in Metropolitan Lima.La satisfacción académica en estudiantes universitarios ha sido estudiada vinculando con factores contextuales del ambiente educativo, entre otros, la enseñanza del docente, apoyo en la adaptación, así como factores personales del estudiante. El propósito de este estudio fue estimar la predicción de la influencia de las estrategias de aprendizaje del alumnado y el desempeño docente sobre la satisfacción académica de estudiante de psicología de dos universidades públicas de Lima, Perú. Participaron 161 estudiantes de universitarios de la licenciatura en psicología, de dos universidades públicas de Lima, 46 hombres y 115 mujeres, quienes respondieron tres escalas de auto reporte, uno sobre estrategias de aprendizaje, otro sobre desempeño de sus docentes y el tercero sobre satisfacción académica. Las tres escalas obtuvieron índices de consistencia interna alta. El método empleado comprende un diseño no experimental, explicativo, para determinar la incidencia de las variables estrategias de estudio y desempeño docente, sobre la variable satisfacción académica, a través del análisis de regresión lineal. Los resultados mostraron que, con un nivel de significancia estadística del 5% p < .001, las dos variables predictoras afectaron significativamente a la satisfacción académica. A partir de los resultados se concluye que el desempeño docente y las estrategias de aprendizaje del alumnado inciden significativamente en la satisfacción académica de los estudiantes de psicología en dos universidades públicas de Lima Metropolitana.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2023-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmltext/xmlhttps://revistas.usil.edu.pe/index.php/pyr/article/view/179210.20511/pyr2023.v11n2.1792Propósitos y Representaciones. Journal of Educational Psychology; Vol. 11 No. 2 (2023): May - August; e1792Propósitos y Representaciones; ##issue.vol## 11 ##issue.no## 2 (2023): Mayo - Agosto; e1792Propósitos y Representaciones; Vol. 11 Núm. 2 (2023): Mayo - Agosto; e17922310-46352307-799910.20511/pyr2023.v11n2reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspaenghttps://revistas.usil.edu.pe/index.php/pyr/article/view/1792/1819https://revistas.usil.edu.pe/index.php/pyr/article/view/1792/1825https://revistas.usil.edu.pe/index.php/pyr/article/view/1792/1832https://revistas.usil.edu.pe/index.php/pyr/article/view/1792/1838/*ref*/Altamirano, C. (2006). Estrategias de aprendizaje y rendimiento académico en estudiantes de la Escuela Académico Profesional de Medicina Humana en la Universidad Peruana Los Andes, Huancayo, Junín [Tesis de Licenciatura]. Universidad Peruana Cayetano Heredia./*ref*/Asencios-Domínguez, I. S., & Rivas-Díaz, L. H. (2022). Estrategias de aprendizaje y logro de competencias genéricas en estudiantes de enfermería. Revista Cubana de Enfermería, 38(4). https://revenfermeria.sld.cu/index.php/enf/article/view/5390/*ref*/Barbosa, A., Canós-Darós, L., Coelho, A., Perelló, M., & Santandreu, C. (2019). Estilos y estrategias de aprendizaje de estudiantes: Un estudio comparativo entre España y Brasil. Journal of Management and Business Education (JMBE), 2(3), 192-214./*ref*/Bazán-Ramírez, A., & Velarde-Corrales, N. (2021). Auto-reporte del estudiantado en criterios de desempeño didáctico en clases de psicología. Journal of Behavior, Health and Social Issues, 13(1), 22-35./*ref*/Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. https://doi.org/10.1016/j.iheduc.2015.04.007/*ref*/Cornillez, E. (2019). Instructional quality and academic satisfaction of university students. European Journal of Education Studies, 6(4), 13-30./*ref*/De la Fuente, J., & Justicia, F. (2017). Escala de estrategias de aprendizaje ACRA-Abreviada para alumnos universitarios. Electronic Journal of Research in Education Psychology, 1(2). https://doi.org/10.25115/ejrep.2.114/*ref*/Dominguez-Lara, S. A., & Campos-Uscanga, Y. (2017). Influence of study satisfaction on academic procrastination in psychology students: A preliminary study. Liberabit: Revista Peruana de Psicología, 23(1), 123-135. https://doi.org/10.24265/liberabit.2017.v23n1.09/*ref*/Fernandez, W. M. (2021). Language Learning Strategies, English proficiency and Online English Instruction Perception during COVID-19 in Peru. International Journal of Instruction, 14(4), 155-172. https://doi.org/10.29333/iji.2021.14410a/*ref*/Fuster-Guillén, D., Díaz, C., Guillén, P., Barzola, M., & Alva, M. (2021). Effect of Cognitive Learning Strategy on Academic Stress of the University Students in COVID-19 Context. Health Education and Health Promotion, 9(5), 535-541. http://hehp.modares.ac.ir/article-5-56403-en.html/*ref*/García, E., Arévalo, J., Alcaraz, J., Gallegos, M., Alonso, K., Ricardez, C., & Ocampo, F. de J. (2019). Satisfacción de estudiantes en medicina con desempeño docente y tutorías académicas. Investigación en Educación Médica, 30(2), 60-67. https://doi.org/10.22201/facmed.20075057e.2019.30.1891/*ref*/Gitomer, D. H. (2019). Evaluating instructional quality. School Effectiveness and School Improvement, 30(1), 68-78. https://doi.org/10.1080/09243453.2018.1539016/*ref*/Huebner, E. S., Ash, C., & Laughlin, J. E. (2001). Life experiences, locus of control, and school satisfaction in adolescence. Social Indicators Research, 55(2), 167-183. https://doi.org/10.1023/A:1010939912548/*ref*/Hysaj, A., Elkhouly, A., Qureshi, A., & Abdulaziz, N. (2019). 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Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
