Stili di apprendimento, metodo di studio e successo accademico

Alida Lo Coco, Francesca Liga, Pasquale Musso, Vincenzo Catania

Research output: Contribution to conferenceOther

Abstract

[automatically translated] The reforms introduced in the last decade have affected the educational structure of the Italian universities have highlighted the need to think of integrated programs and continuous in the transition between high school and university. To achieve this, it is useful then explore some crucial dimensions to ensure the educational success and avoid the risk of dropouts. Objectives The purpose of this study was to assess how groups of students with socio-demographic characteristics and different educational paths can stand in relation to the learning style, to the perception of their motivation and the study method used and the self-assessment their skills and beliefs. Method Participants took part in the research 408 students of the university of Palermo (M = 157, F = 251) aged between 17 and 36 years (M = 19.16, SD = 1.66), attending courses for recovering the debt training. Measures for the collection of socio-demographic data, those on the school career, the university choice and expectations was built an ad hoc questionnaire. For the assessment of learning styles were administered the questionnaire on learning styles (Mariani, 2000), for the motivation to study and the study method used was administered on the Questionnaire and Motivation Study Method (MMS; Mancinelli, 2002 ), for the skills and perceived beliefs it was administered the Perception Questionnaire of their skills and beliefs (QPCC; Pellerey & Orio, 2001). Procedure The self-evaluation scales were administered collectively in the classroom during the remedial courses. Data analysis and results in the research objective function is a cluster analysis was performed by inserting categorical variables such as gender, social class (low to high) and type of high school attended (high school or technical-vocational schools) ; for the rest, the variables resulting from the aforementioned questionnaires were included as continuous. Have ensued three different clusters mainly characterized as follows: The Clusters identifies a group of students from technical and vocational schools and middle class, who show high motivational levels; Cluster II a group of students (usually not significant) from high schools and high social class; Finally, the Cluster III a group of students (males) of the middle class and low motivational levels. Similar results are discussed in light of the literature. Bibliography Mariani, L. (2000). Portfolio. Tools to document and evaluate what you learn and how you learn. Bologna: Zanichelli. Mancinelli, MR (2002). the Reason and Method Questionnaire Manual. Milano: Vita e Pensiero. Pellerey, M., & Orio, F. (2001). The questionnaire of perception of their skills and beliefs (QPCC). Roma: Edizioni Lavoro. Similar results are discussed in light of the literature. Bibliography Mariani, L. (2000). Portfolio. Tools to document and evaluate what you learn and how you learn. Bologna: Zanichelli. Mancinelli, MR (2002). the Reason and Method Questionnaire Manual. Milano: Vita e Pensiero. Pellerey, M., & Orio, F. (2001). The questionnaire of perception of their skills and beliefs (QPCC). Roma: Edizioni Lavoro. Similar results are discussed in light of the literature. Bibliography Mariani, L. (2000). Portfolio. Tools to document and evaluate what you learn and how you learn. Bologna: Zanichelli. Mancinelli, MR (2002). the Reason and Method Questionnaire Manual. Milano: Vita e Pensiero. Pellerey, M., & Orio, F. (2001). The questionnaire of perception of their skills and beliefs (QPCC). Roma: Edizioni Lavoro.
Original languageItalian
Pages139-139
Number of pages1
Publication statusPublished - 2011

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