TITLE:
School Wellbeing, Learning Strategies and Expected Learning in College Students
AUTHORS:
Mario Angel-González, Francisco Javier Pedroza-Cabrera, Cecilia Colunga-Rodríguez, Julio César Vázquez-Colunga, Claudia Liliana Vázquez-Juárez, Mercedes Gabriela Orozco-Solis, Patricia Lorelei Mendoza-Roaf
KEYWORDS:
School Wellbeing, Learning Strategies, Expected Learning, College Students
JOURNAL NAME:
Open Access Library Journal,
Vol.4 No.2,
February
15,
2017
ABSTRACT: The
scientific community recognizes the relevance that motivational elements and
students planned actions have in the process of obtaining the expected
learning, however, there is no research focused on exploring the association
between those variables and the learning outcomes in college students.
Considering this, the aim of this research was to describe the association
between school wellbeing, learning strategies and expected learning in college
students. A study with a descriptive and transversal design was developed.
Descriptive analysis was applied using frequencies and distribution
measurements. The comparisons in the learning strategies and the school
wellbeing of the students were developed by grade, using one-way analysis of
variance (ANOVA). The association between the study variables was established
using χ2. The results indicated that there is a
statistically significant association between school wellbeing and expected
learning; also, we found statistically significant differences between the variables
when grouping by school grade according to the student’s semester, favoring the
first semester students. We conclude that the school wellbeing is an element of
the school life closely associated with the achievement of the expected
learning in the students, being necessary to focus the attention of the future
research on the role that the environment and the motivational aspects of the
school interactions might be playing in the students’ academic development.