Resumo

BAHAMON MUNETON, Marly Johana; VIANCHA PINZON, Mildred Alexandra; ALARCON ALARCON, Linda Liliana  e  BOHORQUEZ OLAYA, Claudia Inés. Estilos y estrategias de aprendizaje: una revisión empírica y conceptual de los últimos diez años. Pensam. psicol. [online]. 2012, vol.10, n.1, pp.129-144. ISSN 1657-8961.

A review of learning styles and strategies and academic performance over the last ten years is presented. For this purpose, a review was carried out of the Dialnet, Redalyc and Scielo data bases due to their scope and importance in the Latin American context. The descriptors used in the search for information were the key words: learning styles, learning strategies, academic performance and achievements. The data bases consulted produced a total of 4.154 articles, with only 43 of these complying with all the criteria for inclusion (time period 2000-2011, Spanish language, research article and university population). Review of this material showed that the principal instruments used were the Honey-Alonso questionnaire of learning styles (Haqls), the learning styles inventory (LSI) constructed by Kol, Reid's Learning Styles Preferences Questionnaire, Weinstein's Learning and Study Strategies Inventory [ Lassi] (1987) and Román & Gallego's Scale of Learning Strategies (ACRA). The conclusion was that the instrument most used in the measurement of learning styles is the Haqls, as distinct from the measurement of learning strategies, since there is no evidence of the uniqueness of criteria. The majority of the articles (11) show that the predominant style of the population under analysis is reflexive. Regarding learning strategies, the reflexive and pragmatic styles are correlated with high academic performance and profound learning strategies. The results of this review suggest the continuation of studies which will go into greater depth on learning strategies and their measurement.

Palavras-chave : Cognitive styles; learning strategies; academic performance; university students.

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