Percepción del proceso de enseñanza-aprendizaje y rendimiento académico en diferentes contextos instruccionales de la Escuela Superior

  1. de la Fuente Arias, Jesús
  2. Martínez Vicente, José Manuel
  3. Peralta Sánchez, Francisco Javier
  4. García Berbén, Ana Belén
Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2010

Volumen: 22

Número: 4

Páginas: 806-812

Tipo: Artículo

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Otras publicaciones en: Psicothema

Resumen

En la actual Educación Superior, el rendimiento y los contextos de enseñanza-aprendizaje (E-A) tienen gran actualidad. A partir del modelo DIDEPRO se pretendió establecer la interdependencia entre diferentes contextos instruccionales y el nivel de rendimiento, con respecto a la percepción del proceso de E-A. Participaron 2.020 alumnos de dos universidades españolas. Se utilizaron medidas de ambas variables, utilizando un diseño cuasi-experimental y correlacional. Los análisis univariados y causales mostraron el efecto del contexto en el proceso de E-A y en el rendimiento, así como relaciones de interdependencia entre éste y la percepción del proceso de E-A. También aparecieron efectos de interacción parcial y un modelo causal del rendimiento académico. Se discuten los resultados y analizan las implicaciones para el sistema ECTS (European Credit Transfer System).

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