The learning patterns model in Primary Education
A mixed methods approach
Supporting Agencies
- Fundació LaCaixa
- Departament de Recerca i Universitats de la Generalitat de Catalunya
Abstract
Understanding students' Learning Patterns involves identifying their school conceptions, motivations, and strategies. While literature on learning patterns has focused on Higher Education, some studies have already demonstrated the relevance of the theoretical model in Primary Education, although they indicate the need for adaptations, ensuring its proper adaptation to the corresponding educational stage. Using a mixed-methods approach, this research aims to explore the structure of the model at this stage; we administered the Inventory of Learning patterns of Students to 218 students and incorporated a qualitative approach with a subgroup of 25. Results showed a group of students with a predominantly undirected pattern; however, there is a group that still does not present a clearly defined learning pattern. The qualitative contributions allow a better understanding of the meaning given by students to the elements of the model. The results show a structure like the original model in terms of regulation strategies. While different conceptions, motivations, and processing strategies emerge, albeit compatible with the theory. New elements are identified to consider in adapting the learning patterns theoretical model to this stage, including emotional aspects, as well as conceptions and expectations regarding the family. These findings emerge from qualitative contributions, which are essential for a richer description and explanation of the data regarding the learning processes.
Downloads
-
Abstract119
-
PDF (Español (España))127
-
PDF127
References
Ahmedi, S. & Martínez-Fernández, J. R. (2023). Learning patterns and social-emotional learning of Balkan students in secondary education: a cross-cultural discussion. Electronic Journal of Research in Educational Psychology, 21(3), 587-618. https://doi.org/10.25115/ejrep.v21i61.6934
Bonanomi, A., Cadamuro, A., Olivari, M. G., Versari, A., & Confalonieri, E. (2020). The psychometric properties of the motivated strategies for learning questionnaire (MSLQ): Multidimensional Rasch analysis on primary school data. Testing, Psychometrics, Methodology in Applied Psychology, 27(4), 511-528. http://doi.org/10.4473/TPM27.4.1
Creswell, J. W. (2022). Research designs: Qualitative, quantitative, and mixed methods approaches (sixth edition). Sage.
Delgado-Orrillo, Y., Ciraso-Calí, A., Quesada-Pallarès, C., Matos Nunes, T. C., Figueiredo, G., García-Orriols, J., Rodrigues Guilam, M. C., & Martínez-Fernández, J. R. (2023). Patrones de aprendizaje de estudiantes de posgrado en salud pública: relaciones con la identidad, la formación y el trabajo de profesores en la FIOCRUZ/Brasil. Educación Médica, 24(4), 1-8. https://doi.org/10.1016/j.edumed.2023.100829
Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003
Elder, A. D. (2002). Characterizing fifth grade students’ epistemological beliefs in science. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347–363). Lawrence Erlbaum Associates Publishers.
Ferrando, P. J. & Lorenzo-Seva, U. (2017). Assessing the quality and appropriateness of factor solutions and factor score estimates in exploratory item factor analysis. Educational and Psychological Measurement, 78(5), 762-780. https://doi.org/10.1177/0013164417719308
Gaeta González, M. L., Reyes Vergara, M. L., González Rabino, M. L., García-Béjar, L., Espinosa Jiménez, M., Gutiérrez Niebla, M. I., & Benítez Ríos, Y. (2020). Perspectiva de futuro, patrones de aprendizaje y rendimiento académico en estudiantes universitarios mexicanos. Estudios sobre Educación, 39, 9-31. https://doi.org/10.15581/004.39.9-31
Hederich-Martínez, C. & Camargo Uribe, A. (2019). Revisión crítica del modelo de patrones de aprendizaje de J. Vermunt. Revista Colombiana de Educación, (77), 343-368. https://doi.org/10.17227/rce.num77-9469
Hsieh, M. (2022). The relationships between home-based parental involvement, study habits and academic achievement among adolescents. The Journal of Early Adolescence, 43(2), 194-215. https://doi.org/10.1177/02724316221101527
Ibáñez, J. (1986). Más allá de la sociología. El grupo de discusión: Técnica y crítica (segunda edición corregida). Siglo XXI de España Editores, S.A.
Kikas, E. & Jõgi, A. L. (2016). Assessment of learning strategies: self-report questionnaire or learning task. European Journal of Psychology of Education, 31(4), 579–593. https://doi.org/10.1007/s10212-015-0276-3
Martínez-Fernández, J. R. (2019). El modelo patrones de aprendizaje: Estado actual, reflexiones y perspectivas desde el territorio de Iberoamérica. Revista Colombiana de Educación, 77(2), 227-244. https://doi.org/10.17227/rce.num77-9953
Martínez-Fernández, J. R., Ciraso-Calí, A., de la Barrera, M. L., García-Ravidá, L. B., & Quesada-Pallarès, C. (2021). Experiencias iniciales del desarrollo y su relación con los procesos de aprendizaje en la adolescencia. Bordón. Revista De Pedagogía, 73(3), 99–114. https://doi.org/10.13042/Bordon.2021.81394
Martínez-Fernández, J. R., Galera Bassachs, A., & García-Orriols, J. (2017). Patrones de aprendizaje en Educación Primaria. Identificación y acciones formativas inclusivas. Manual de Educación Primaria. Orientaciones y Recursos. 6-12 años. Wolters Kluwer.
Martínez-Fernández, J. R., García-Orriols, J., & García-Ravidá, L. B. (2015). Inventario de Patrones de Aprendizaje en versión española para estudiantes de Educación Primaria e inicio de la secundaria (9 a 14 años). Universitat Autònoma de Barcelona. https://www.researchgate.net/publication/320755895_ILP_primaria_es
Martínez-Fernández, J. R., García-Ravidá, L., García-Orriols, J., & Martí-Garbayo, L. (2018). Desarro¬llo personal y aprendizaje: desafíos a la escuela desde una mirada longitudinal a los patrones de aprendizaje. Contextos de Educación, (25), 54-66. http://www2.hum.unrc.edu.ar/ojs/index.php/contextos/article/view/764
Paris, G. & Hay, P. (2019). 5x5x5=Creativity: Art as a transformative practice. The International Journal of Art & Design Education, 39(1), 69-84. https://doi.org/10.1111/jade.12229
Ruiz-Bueno, C. & García-Orriols, J. (2019). ¿Qué nos aporta el modelo de patrones de aprendizaje para el diseño de acciones formativas? Revista Colombiana de Educación, (77), 321-341. https://doi.org/10.17227/rce.num77-9527
Sáez-Delgado, F., Mella-Norambuena, J., Bizama, M., & Gatica. J. (2024). Autorregulación del aprendizaje en estudiantes chilenos de educación primaria: validación de un instrumento y diferencias por sexo y grado. Revista Española de Pedagogía, 82(288), 311-333. https://doi.org/10.22550/2174-0909.4057
Scheuer, N., Pozo, J. I., de la Cruz, M., & Echenique, M. (2006). Las concepciones de los niños acerca del aprendizaje del dibujo. En J. I. Pozo, N. Scheuer, M. Pérez Echeverría, M. Mateos, E. Martín y M. de la Cruz (Coords), Nuevas formas de pensar en la enseñanza y el aprendizaje (pp. 135-151). Graó.
Severiens, S.E. & Ten Dam, G.T.M. (1997). Gender and gender identity differences in learning styles. Educational Psychology, 17(1-2), 79-93. https://doi.org/10.1080/0144341970170105
Shum, A., Fryer, L. K., Vermunt, J. D., Ajisuksmo, C., Cano, F., Donche, V., Law, D. C. S., Martínez-Fernández, J. R., van Petegem, P., & Yu, J. (2024). Variable‑ and Person‑centred meta‑re‑analyses of university students’ learning strategies from a cross‑cultural perspective. Higher Education, 87(5), 1227-1250. https://doi.org/10.1007/s10734-023-01062-4
Torrington, J., Bower, M. & Burns, E. C. (2023). What self-regulation strategies do elementary students utilize while learning online? Education and Information Technologies, 28, 1735–1762. https://doi.org/10.1007/s10639-022-11244-9
Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68(2), 149-171. https://doi.org/10.1111/j.2044-8279.1998.tb01281.x
Vermunt, J. D. (2020). Surveys and retrospective self-reports to measure strategies and strategic processing. In D. L. Dinsmore, L. K. Fryer., and M. M. Parkinson, Handbook of strategies and strategic processing (pp. 259-274). Routledge.
Vermunt, J. D. & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29, 269-299. https://doi.org/10.1007/s10648-017-9414-6
Vermunt, J. D. & Verloop, N. (2000) Dissonance in students’ regulation of learning processes, European Journal of Psychology of Education, 15(1), 75–89. https://www.jstor.org/stable/23420409
Vermunt, J. D. & Vermetten, Y. J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning and learning orientations. Educational Psychology Review, 16, 359-384. https://doi.org/10.1007/s10648-004-0005-y
Vermunt, J. D., Vrikki, M., Dudley, P., & Warwick, P. (2023). Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study. Teaching and Teacher Education, 133, 104295. https://doi.org/10.1016/j.tate.2023.104295
Vogt, D. S., King, D. W., King, A. L. (2004). Focus groups in psychological assessment: Enhancing content validity by consulting members of the target population. Psychological Assessment, 16(3), 231-243. https://doi.org/10.1037/1040-3590.16.3.231
Xia, X. (2024). Family socioeconomic status and Chinese preschoolers’ early academic skills: parenting style and self-regulation as sequential mediators. Journal for the Study of Education and Development, 48(1), 137-164. https://doi.org/10.1177/02103702241300055
Copyright (c) 2025 Revista de Investigación Educativa
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.
