Argument Analysis and Self-Regulated Learning in university students

Authors

  • Nancy Mac Cann universidad de Atacama
  • español Universidad de Salamanca, España
  • español español
DOI: https://doi.org/10.6018/reifop.528631
Keywords: español

Abstract

This study aims to identify the relationship between ability to argue and self-regulated learning in their two respective dimensions (learning strategies and motivation strategies), and   gender differences. We worked with 250 university students of the educational field, and information was gathered using the Motivated Strategies for Learning Questionnaire and the Argumentative Analysis Scale from the Halpern test, Critical Thinking Assessment Using Everyday Situations. Significant differences were found in favor of women in learning strategies, although the effect size was small in most of them, bigger in Organization variable. The greatest difference in favor of the group of men was registered in the variable Reasoning Analysis. Furthermore, the relationship between the self-regulated variables and argumentative skill were characterized by being modest and negative, suggesting independence between both concepts.

 

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Published
23-09-2022
How to Cite
Mac Cann, N., español, español, & español, español. (2022). Argument Analysis and Self-Regulated Learning in university students. Interuniversity Electronic Journal of Teacher Formation, 25(3), 159–175. https://doi.org/10.6018/reifop.528631