Relationship between learning styles and volitional strategies in foreign language university students

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Authors

María del Socorro Rodríguez-Guardado

Universidad Popular Autónoma del Estado de Puebla

[email protected]

https://orcid.org/0000-0002-1575-2403

Catalina Juárez-Díaz

Benemérita Universidad Autónoma de Puebla

[email protected]

https://orcid.org/0000-0002-8079-5039

Detalles

DOI:

https://doi.org/10.32541/recie.2023.v7i1.pp123-141

Published

2023-01-31

Issue

Vol. 7 No. 1 (2023): RECIE. Revista Caribeña de Investigación Educativa

Abstract

Higher level students face challenges in adapting to new learning environments, which leads to the deployment of cognitive, motivational, affective and emotional strategies. The objective of this study is to analyze the relationship between learning styles and the use of volitional strategies in Mexican university foreign languages students. A quantitative method of descriptive correlational design of cross-sectional scope was used. The Honey-Alonso Learning Styles Questionnaire (CHAEA) and the Inventory of Academic Volitional Strategies (IEVA) were used. The results showed that there is a predominance of the reflective style and a greater use of the self-efficacy strategy, in addition to a variation with the semester studied. These findings may provide a guideline for the classroom to consider aspects that allow students to persist in the face of latent difficulties in their school contexts and academic achievement.

Keywords

learning strategies university students foreign language

How to Cite

Rodríguez-Guardado, M. del S., & Juárez-Díaz, C. (2023). Relationship between learning styles and volitional strategies in foreign language university students. Caribbean Educational Research Journal (RECIE), 7(1), 123–141. https://doi.org/10.32541/recie.2023.v7i1.pp123-141
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Relationship between learning styles and volitional strategies in foreign language university students

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References

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Research article

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Copyright (c) 2023 Caribbean Educational Research Journal (RECIE)

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Author Biographies

María del Socorro Rodríguez-Guardado, Universidad Popular Autónoma del Estado de Puebla

D. in Education from the Universidad Popular Autónoma del Estado de Puebla (UPAEP). Master in Pedagogy with Specialization in University Teaching from the same institution and Master in Educational Technology from the Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM). She is a professor at UPAEP in the postgraduate courses of teaching professionalization. She has publications in different national and international indexed journals and has participated in different educational congresses. She belongs to the National System of Researchers of CONACyT, Level 1 and to the Interinstitutional Network of Researchers in Education of Puebla (REDIIEP). Her research focuses on the study of volitional processes for self-regulated learning in different contexts and educational levels.

Catalina Juárez-Díaz, Benemérita Universidad Autónoma de Puebla

D. in Education from the Universidad Popular Autónoma del Estado de Puebla (UPAEP), B.A. in Modern Languages. She has a master's degree in Pedagogy. She has publications in different national and international indexed magazines and has participated in different educational congresses. She is a professor at the Faculty of Languages of the Benemérita Universidad Autónoma de Puebla. She belongs to the National System of Researchers of CONACyT, Candidate Level. Her area of research interest is learning styles and foreign language learning in different contexts and educational levels.