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Inicio Revista de Psicodidáctica (English Edition) Attitude and Learning Approaches in the Study of General Didactics. A Multivaria...
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Vol. 24. Issue 2.
Pages 154-162 (July - December 2019)
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Vol. 24. Issue 2.
Pages 154-162 (July - December 2019)
Original
DOI: 10.1016/j.psicoe.2019.03.001
Attitude and Learning Approaches in the Study of General Didactics. A Multivariate Analysis
Actitud y enfoques de aprendizaje en el estudio de la Didáctica General. Una visión multivariante
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Nerea González-Garcíaa,
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nerea_gonzalez_garcia@usal.es

Corresponding author.
, Ana B. Sánchez-Garcíab, Ana B. Nieto-Libreroa, M. Purificación Galindo-Villardóna
a Departamento de Estadística, Universidad de Salamanca, Instituto de Investigación Biomédica de Salamanca (IBSAL), Salamanca, Spain
b INICO, Universidad de Salamanca, Salamanca, Spain
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Tables (3)
Table 1. Descriptive analysis of the items of the Measurement of Attitude towards General Didactics questionnaire by dimension, pre- and post-teaching
Table 2. Descriptive analysis of the items of the R-SPQ-2F questionnaire by dimension
Table 3. Relative contribution of factor to element
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Abstract

The influence of different approaches and attitude towards learning in the General Didactics is studied in few investigations. The main objective of this work is to describe in a multivariate way the relationships between attitude towards General Didactics and learning approaches of students majoring in Social Learning of the University of Salamanca. The Measurement of Attitude towards General Didactics and the Revised Study Process Questionnaire two factor (R-SPQ-2F) questionnaires were used to gather the information. The analysis of the relationship between attitude and learning approaches is performed using the HJ-Biplot. This multivariate statistical technique allows the simultaneous representation of students, attitudes and learning approaches. This methodology, combined with hierarchical clustering method, reveals the existence of four types of students: C1, those characterised by high marks on interest, professional usefulness and deep study of the subject; C2, those that display high anxiety and high marks in superficial study; C3, students that show average interest, low anxiety, superficial study and believe in the professional usefulness of Didactics; and C4, students with high levels of anxiety that study the subject in depth. These results point the existence of a relationship between attitudes and learning approaches and can be used to improve the performance and offerings of educational teams, achieving more efficient strategies that lead to a better educated student community.

Keywords:
General Didactics
Attitude
Learning approaches
HJ-Biplot
Resumen

Pocos estudios investigan la influencia de la actitud y enfoques de aprendizaje en la Didáctica General. El objetivo principal de este trabajo consiste en describir, en un sentido multivariante, las relaciones entre la actitud hacia la Didáctica General y los enfoques de aprendizaje de estudiantes del grado de Educación Social de la Universidad de Salamanca. El cuestionario de Medición de la Actitud hacia la Didáctica General y el cuestionario de Proceso de Estudio Revisado de Dos Factores (R-SPQ-2F) son los instrumentos de recogida de información. El análisis de la relación actitud-aprendizaje se realiza mediante HJ-Biplot, técnica estadística multivariante de representación simultánea de estudiantes, actitudes y enfoques de aprendizaje. Esta metodología, combinada con el análisis de clúster jerárquico, pone de manifiesto la existencia de cuatro grupos de estudiantes: C1, caracterizado por alto interés, utilidad profesional y enfoque profundo; C2, diferenciado por su ansiedad y altas puntuaciones en enfoque superficial; C3, con interés medio, baja ansiedad, enfoque superficial y creencia en la utilidad de la Didáctica a nivel profesional; y C4, estudiantes con altos niveles de ansiedad que estudian de manera profunda. Los resultados apuntan a la existencia de una congruencia directa entre actitudes y enfoques de aprendizaje y pueden emplearse para mejorar las prestaciones de los equipos docentes, para lograr estrategias más eficaces que mejoren la calidad de la enseñanza.

Palabras clave:
Didáctica General
Actitud
Enfoques de aprendizaje
HJ-Biplot

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