Resumo

ELVIRA-VALDES, María Antonieta  e  PUJOL, Lydia. Cognitive Variables and University Entrance: Predictors of Academic Achievement. Univ. Psychol. [online]. 2014, vol.13, n.4, pp.1557-1567. ISSN 1657-9267.  https://doi.org/10.11144/Javeriana.UPSY13-4.vciu.

This research was designed to determine the predictive power of academic self-regulation phases, learning styles and mode of entry into university system, on the academic achievement of students. The sample consisted of 214 volunteer students of basic cycle technology carrers at Simon Bolivar University. On measuring of variables was used PCR Academic Self-Regulation Scale (Lezama, 2005) and the Honey-Alonso CHAEA Learning Styles (Alonso, Gallego, & Honey, 1997). The data processing was performed using bivariate associations and multiple regression multivariate analysis. The findings evidenced that academic self-regulation in control phase, preference for theorist learning style and university entrance by internal test, are significant predictors of academic achievement.

Palavras-chave : Academic self-regulation; learning styles; university entrance; academic achievement; technology careers.

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