Relationship between Academic Performance, Spatial Competence, Learning Styles and Attrition
Keywords:
Academic achievement, attrition, learning styles, spatial ability.Abstract
This paper discusses the results of research on factors affecting academic performance and attrition in a sample of 1,500 freshman students majoring in architecture, design and urbanism at the Universidad de Buenos Aires, Argentina [University of Buenos Aires, Argentina] who were enrolled in a drafting course. The hypotheses we tested concern the mediating role of learning styles on the relationship between spatial competence and academic performance, learning-style differences by gender and cohort, and the relationship between attrition, spatial competence level and learning style. Statistical analysis of the data was performed and spatial competence enhanced by motivational profile was found to predict final achievement. Educational implications are identified, highlighting the need to promote in students those academic behaviors that characterize a self-regulated learning style and encourage the use of specific intellectual abilities.Downloads
Download data is not yet available.
References
Abar, B. y Loken, E. (2010). Self-regulated learning and self-directed learning in a pre-college sample. Learning and Individuals Differences, 20, 25-29.
Bidjerano, T. (2005). Gender differences in self-regulated learning. Documento presentado en la Annual Meeting of the Northeastern. Educational Research Association, Kerhonkson, Nueva York. Recuperado de http://www.ifets.info/journals/12_3/3.pdf
Bodner, G.M. y Guay, R.B. (1997). The purdue visualization of rotations test. The Chemical Educator 1, 2(4), 1-18.
Buchmann, C. y DiPrete, T. A. (2006). The growing female advantage in college completion: The role of family background and academic achievement. American Sociological Review, 71(4), 515-541.
Diseth, A., y Martinsen, O. (2003). Approaches to learning, cognitive styles, and motives as predictors of academic achievement. Educational Psychology, 23, 195-207.
Duncan, T. G. y McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128.
Ferronato, J. (30 de octubre de 2011). El 78% de los alumnos finaliza el ciclo y arquitectura lidera la inscripción. Noticias Universia: Recuperado de http://noticias.universia.com.ar/vida-universitaria/noticia/2011/10/31/884045/78-alumnos-finaliza-ciclo-arquitectura-lidera-inscripcion.html
Guilford, J. P. (1969). The nature of human intelligence. Nueva York: McCraw-Hill.
Linn, M. C. y Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56(6), 1479-1498.
Mallinckrodt, B. y Sedlacek, W. E. (2009). Student retention and the use of campus facilities by race. National Association of Student Personnel Administrators Journal, 46(4), 566 572.
Martín, E., García, L. A., Torbay, A. y Rodríguez, T. (2008). Estrategias de aprendizaje y rendimiento académico en estudiantes universitarios. International Journal of Psychology and Psychological Therapy, 8(3), 401-412.
McKenzie, K., Gow, K. y Schweitzer, R. (2004). Exploring the first year academic achievement through structural equation modelling. Higher Education Research and Development, 23(1), 95-112.
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125.
Pintrich, P. y De Groot, E. V. (1990). Motivated and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Prieto Adanez, G. y Dias Velasco, A. (2002). Predicting academic success of engineering students in technical drawing from visualization test scores. Journal for Geometry and Graphics, 6(1), 99-109.
Ray, M. W., Garavalia, L. y Gredler, M. E. (2003). Gender differences in self-regulated learning, task value, and achievement in developmental college students. Documento presentado en The annual meeting of the American Educational Research Association, Chicago, IL.
Saorín, J., Navarro, R.; Martín, N; Gutiérrez, J. y Contero, M. (2009). La capacidad espacial y su relación con la ingeniería. Dyna, 84(9), 721-732
Shepard, R. N. y Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171, 701-703.
Shepard, R. N. y Cooper, L. A. (1986). Mental images and their transformations. Cambridge, MA: MIT Press.
Valadas, S. T., Ribeiro, F. y Faísca, L. (2010). Students profiles in a portuguese higher education. Documento presentado en la reunion anual de la Society of Research in Higher Education, Wales,
Reino Unido. Recuperado de http://www.srhe.ac.uk/conference2010/abstracts/0026.pdf
Vázquez, S. M. (2009). Estilos de aprendizaje en la Universidad. Revista Aprendizaje Hoy, 72, 7-18.
Vázquez, S. M. y Noriega Biggio, M. (2010). La competencia espacial. Evaluación en alumnos de nuevo ingreso a la universidad. Educación Matemática, 22(2), 65-91.
Vázquez, S. M. y Noriega Biggio, M. (2011). Razonamiento espacial y rendimiento académico. Interdisciplinaria Revista de Psicología y Ciencias afines, 28(1), 145-158. Recuperado de
http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-70272011000100009&lng=pt&nrm=iso
Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68, 149-171.
Vermunt, J. D. y Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257–280.
Vrugt, A. y Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition and Learning, 3(2), 123-146.
Bidjerano, T. (2005). Gender differences in self-regulated learning. Documento presentado en la Annual Meeting of the Northeastern. Educational Research Association, Kerhonkson, Nueva York. Recuperado de http://www.ifets.info/journals/12_3/3.pdf
Bodner, G.M. y Guay, R.B. (1997). The purdue visualization of rotations test. The Chemical Educator 1, 2(4), 1-18.
Buchmann, C. y DiPrete, T. A. (2006). The growing female advantage in college completion: The role of family background and academic achievement. American Sociological Review, 71(4), 515-541.
Diseth, A., y Martinsen, O. (2003). Approaches to learning, cognitive styles, and motives as predictors of academic achievement. Educational Psychology, 23, 195-207.
Duncan, T. G. y McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128.
Ferronato, J. (30 de octubre de 2011). El 78% de los alumnos finaliza el ciclo y arquitectura lidera la inscripción. Noticias Universia: Recuperado de http://noticias.universia.com.ar/vida-universitaria/noticia/2011/10/31/884045/78-alumnos-finaliza-ciclo-arquitectura-lidera-inscripcion.html
Guilford, J. P. (1969). The nature of human intelligence. Nueva York: McCraw-Hill.
Linn, M. C. y Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56(6), 1479-1498.
Mallinckrodt, B. y Sedlacek, W. E. (2009). Student retention and the use of campus facilities by race. National Association of Student Personnel Administrators Journal, 46(4), 566 572.
Martín, E., García, L. A., Torbay, A. y Rodríguez, T. (2008). Estrategias de aprendizaje y rendimiento académico en estudiantes universitarios. International Journal of Psychology and Psychological Therapy, 8(3), 401-412.
McKenzie, K., Gow, K. y Schweitzer, R. (2004). Exploring the first year academic achievement through structural equation modelling. Higher Education Research and Development, 23(1), 95-112.
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125.
Pintrich, P. y De Groot, E. V. (1990). Motivated and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Prieto Adanez, G. y Dias Velasco, A. (2002). Predicting academic success of engineering students in technical drawing from visualization test scores. Journal for Geometry and Graphics, 6(1), 99-109.
Ray, M. W., Garavalia, L. y Gredler, M. E. (2003). Gender differences in self-regulated learning, task value, and achievement in developmental college students. Documento presentado en The annual meeting of the American Educational Research Association, Chicago, IL.
Saorín, J., Navarro, R.; Martín, N; Gutiérrez, J. y Contero, M. (2009). La capacidad espacial y su relación con la ingeniería. Dyna, 84(9), 721-732
Shepard, R. N. y Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171, 701-703.
Shepard, R. N. y Cooper, L. A. (1986). Mental images and their transformations. Cambridge, MA: MIT Press.
Valadas, S. T., Ribeiro, F. y Faísca, L. (2010). Students profiles in a portuguese higher education. Documento presentado en la reunion anual de la Society of Research in Higher Education, Wales,
Reino Unido. Recuperado de http://www.srhe.ac.uk/conference2010/abstracts/0026.pdf
Vázquez, S. M. (2009). Estilos de aprendizaje en la Universidad. Revista Aprendizaje Hoy, 72, 7-18.
Vázquez, S. M. y Noriega Biggio, M. (2010). La competencia espacial. Evaluación en alumnos de nuevo ingreso a la universidad. Educación Matemática, 22(2), 65-91.
Vázquez, S. M. y Noriega Biggio, M. (2011). Razonamiento espacial y rendimiento académico. Interdisciplinaria Revista de Psicología y Ciencias afines, 28(1), 145-158. Recuperado de
http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-70272011000100009&lng=pt&nrm=iso
Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68, 149-171.
Vermunt, J. D. y Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257–280.
Vrugt, A. y Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition and Learning, 3(2), 123-146.
Downloads
-
HTML
-
PDFSPANISH 907
Article abstract page views: 2200
Published
2013-04-30
