Relationship between learning strategies, career choice, academic achievement and personality prevalent in students CEPRE-San Marcos - Extraordinary Cycle 2013-2014

• Autores: Chávez Ch., Hilda, Morocho S., Juan, Alvites R., César, Vega G., José, Ruelas S., Jesús, Espinoza M., Christian, Gómez Ch., Juan, Santiago A., Fabiana
• Formato: artículo
• Fecha de Publicación: 2016
• Institución: Universidad Nacional Mayor de San Marcos
• Repositorio: Revistas - Universidad Nacional Mayor de San Marcos
• Lenguaje: español
• OAI Identifier: oai:ojs.csi.unmsm:article/12447
• Enlace del recurso: https://revistasinvestigacion.unmsm.edu.pe/index.php/psico/article/view/12447
• Nivel de acceso: acceso abierto
• Materia: academic performance; learning; vocation; rendimiento académico; aprendizaje; vocación

The development of a non-experimental, descriptive and correlational research transeccional was raised; which begins with a general description of each study variable: learning strategies, career choice, academic achievement and personality prevalent in students CEPRESan Marcos - Extraordinary Cycle 2013 - 2014, working relationships between the study variables. San Marcos - scale learning strategies developed by Roman and Gallego, the test of vocational self Holland, psychology survey conducted by the study authors (Chavez and Ruelas, 2012) and academic performance of students in examinations CEPRE was used. The results were submitted to the appropriate statistical analysis using MS - Excel and SPSS version 20. It resulted that more learning strategies used by students is repetition and reinterpretation (80.88%). In vocational career choice with greater demand Human Medicine. Correlation strategies in learning and career choice, the two variables are independent, they are not associated, so do not reject the null hypothesis. In Correlation learning strategies and personality, the two variables are independent, they are not associated, so do not reject the null hypothesis. The quantitative results indicate a correlation in its contrast level that there is no significant direct relationship between learning strategies with academic performance, personality and career choice.