Learning Approaches in Dental Students: An Instrumental and Profiles Analysis

Autores
Mendel, Nancy Beatriz; Motta, Florencia Anabel; Scheinsohn, Camila; Freiberg Hoffmann, Agustín
Año de publicación
2024
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Students' learning approaches are described as different modes, procedures, or strategies that students use to process the information they need to learn. This paper analyzes the learning approaches in students of Dentistry using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F). It is proposed, on the one hand, to analyze the internal structure of the instrument, and on the other, to examine approaches to students and their relationship to academic performance. 752 dental students participated. As a result, adequate evidence of the instrument's internal validity was obtained -confirmatory factor analysis, internal consistency, and factorial invariance analysis. Besides, a latent profile analysis obtained two learning approach profiles. One profile, with a deep approach over the surface, and the other, with similar levels of both. Then an analysis of average differences found that students who mostly employ the deep approach have higher academic performance than those with similar levels of both approaches. These results show that while it is important to promote the adoption of the deep approach in students, it is necessary to consider both -deep and surface-, as they are not exclusive. Although learning approaches are measured independently, in practice students combine features of both by forming their learning profiles.
Fil: Mendel, Nancy Beatriz. Universidad de Buenos Aires; Argentina
Fil: Motta, Florencia Anabel. Universidad de Buenos Aires; Argentina
Fil: Scheinsohn, Camila. Universidad de Buenos Aires; Argentina
Fil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina
Materia
DENTAL STUDENTS
PSYCHOMETRIC PROPERTIES
R-SPQ-2F
LATENT PROFILES ANALYSIS
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/248055
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Learning Approaches in Dental Students: An Instrumental and Profiles AnalysisMendel, Nancy BeatrizMotta, Florencia AnabelScheinsohn, CamilaFreiberg Hoffmann, AgustínDENTAL STUDENTSPSYCHOMETRIC PROPERTIESR-SPQ-2FLATENT PROFILES ANALYSIShttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Students' learning approaches are described as different modes, procedures, or strategies that students use to process the information they need to learn. This paper analyzes the learning approaches in students of Dentistry using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F). It is proposed, on the one hand, to analyze the internal structure of the instrument, and on the other, to examine approaches to students and their relationship to academic performance. 752 dental students participated. As a result, adequate evidence of the instrument's internal validity was obtained -confirmatory factor analysis, internal consistency, and factorial invariance analysis. Besides, a latent profile analysis obtained two learning approach profiles. One profile, with a deep approach over the surface, and the other, with similar levels of both. Then an analysis of average differences found that students who mostly employ the deep approach have higher academic performance than those with similar levels of both approaches. These results show that while it is important to promote the adoption of the deep approach in students, it is necessary to consider both -deep and surface-, as they are not exclusive. Although learning approaches are measured independently, in practice students combine features of both by forming their learning profiles.Fil: Mendel, Nancy Beatriz. Universidad de Buenos Aires; ArgentinaFil: Motta, Florencia Anabel. Universidad de Buenos Aires; ArgentinaFil: Scheinsohn, Camila. Universidad de Buenos Aires; ArgentinaFil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaUniversity Publishing House "Neofit Rilski"2024-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/248055Mendel, Nancy Beatriz; Motta, Florencia Anabel; Scheinsohn, Camila; Freiberg Hoffmann, Agustín; Learning Approaches in Dental Students: An Instrumental and Profiles Analysis; University Publishing House "Neofit Rilski"; Psychological Thought; 17; 2; 12-2024; 431-4492193-7281CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://psyct.swu.bg/index.php/psyctinfo:eu-repo/semantics/altIdentifier/doi/10.37708/psyct.v17i2.928info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-22T11:31:09Zoai:ri.conicet.gov.ar:11336/248055instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-22 11:31:09.326CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Learning Approaches in Dental Students: An Instrumental and Profiles Analysis
title Learning Approaches in Dental Students: An Instrumental and Profiles Analysis
spellingShingle Learning Approaches in Dental Students: An Instrumental and Profiles Analysis
Mendel, Nancy Beatriz
DENTAL STUDENTS
PSYCHOMETRIC PROPERTIES
R-SPQ-2F
LATENT PROFILES ANALYSIS
title_short Learning Approaches in Dental Students: An Instrumental and Profiles Analysis
title_full Learning Approaches in Dental Students: An Instrumental and Profiles Analysis
title_fullStr Learning Approaches in Dental Students: An Instrumental and Profiles Analysis
title_full_unstemmed Learning Approaches in Dental Students: An Instrumental and Profiles Analysis
title_sort Learning Approaches in Dental Students: An Instrumental and Profiles Analysis
dc.creator.none.fl_str_mv Mendel, Nancy Beatriz
Motta, Florencia Anabel
Scheinsohn, Camila
Freiberg Hoffmann, Agustín
author Mendel, Nancy Beatriz
author_facet Mendel, Nancy Beatriz
Motta, Florencia Anabel
Scheinsohn, Camila
Freiberg Hoffmann, Agustín
author_role author
author2 Motta, Florencia Anabel
Scheinsohn, Camila
Freiberg Hoffmann, Agustín
author2_role author
author
author
dc.subject.none.fl_str_mv DENTAL STUDENTS
PSYCHOMETRIC PROPERTIES
R-SPQ-2F
LATENT PROFILES ANALYSIS
topic DENTAL STUDENTS
PSYCHOMETRIC PROPERTIES
R-SPQ-2F
LATENT PROFILES ANALYSIS
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Students' learning approaches are described as different modes, procedures, or strategies that students use to process the information they need to learn. This paper analyzes the learning approaches in students of Dentistry using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F). It is proposed, on the one hand, to analyze the internal structure of the instrument, and on the other, to examine approaches to students and their relationship to academic performance. 752 dental students participated. As a result, adequate evidence of the instrument's internal validity was obtained -confirmatory factor analysis, internal consistency, and factorial invariance analysis. Besides, a latent profile analysis obtained two learning approach profiles. One profile, with a deep approach over the surface, and the other, with similar levels of both. Then an analysis of average differences found that students who mostly employ the deep approach have higher academic performance than those with similar levels of both approaches. These results show that while it is important to promote the adoption of the deep approach in students, it is necessary to consider both -deep and surface-, as they are not exclusive. Although learning approaches are measured independently, in practice students combine features of both by forming their learning profiles.
Fil: Mendel, Nancy Beatriz. Universidad de Buenos Aires; Argentina
Fil: Motta, Florencia Anabel. Universidad de Buenos Aires; Argentina
Fil: Scheinsohn, Camila. Universidad de Buenos Aires; Argentina
Fil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina
description Students' learning approaches are described as different modes, procedures, or strategies that students use to process the information they need to learn. This paper analyzes the learning approaches in students of Dentistry using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F). It is proposed, on the one hand, to analyze the internal structure of the instrument, and on the other, to examine approaches to students and their relationship to academic performance. 752 dental students participated. As a result, adequate evidence of the instrument's internal validity was obtained -confirmatory factor analysis, internal consistency, and factorial invariance analysis. Besides, a latent profile analysis obtained two learning approach profiles. One profile, with a deep approach over the surface, and the other, with similar levels of both. Then an analysis of average differences found that students who mostly employ the deep approach have higher academic performance than those with similar levels of both approaches. These results show that while it is important to promote the adoption of the deep approach in students, it is necessary to consider both -deep and surface-, as they are not exclusive. Although learning approaches are measured independently, in practice students combine features of both by forming their learning profiles.
publishDate 2024
dc.date.none.fl_str_mv 2024-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/248055
Mendel, Nancy Beatriz; Motta, Florencia Anabel; Scheinsohn, Camila; Freiberg Hoffmann, Agustín; Learning Approaches in Dental Students: An Instrumental and Profiles Analysis; University Publishing House "Neofit Rilski"; Psychological Thought; 17; 2; 12-2024; 431-449
2193-7281
CONICET Digital
CONICET
url http://hdl.handle.net/11336/248055
identifier_str_mv Mendel, Nancy Beatriz; Motta, Florencia Anabel; Scheinsohn, Camila; Freiberg Hoffmann, Agustín; Learning Approaches in Dental Students: An Instrumental and Profiles Analysis; University Publishing House "Neofit Rilski"; Psychological Thought; 17; 2; 12-2024; 431-449
2193-7281
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://psyct.swu.bg/index.php/psyct
info:eu-repo/semantics/altIdentifier/doi/10.37708/psyct.v17i2.928
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv University Publishing House "Neofit Rilski"
publisher.none.fl_str_mv University Publishing House "Neofit Rilski"
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 12.982451

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