The scientific community recognizes the relevance
that motivational elements and students planned actions have in the process of
obtaining the expected learning, however, there is no research focused on exploring the
association between those variables and the learning outcomes in college
students. Considering this, the aim of this research was to describe the
association between school wellbeing, learning strategies and expected learning
in college students. A study with a descriptive and transversal design was
developed. Descriptive analysis was applied using frequencies and distribution
measurements. The comparisons in the learning strategies and the school
wellbeing of the students were developed by grade, using one-way analysis of variance (ANOVA). The association
between the study variables was established using χ2.
The results indicated that there is a statistically significant association
between school wellbeing and expected learning; also, we found statistically
significant differences between the variables when grouping by school grade
according to the student’s semester, favoring the first semester students. We
conclude that the school wellbeing is an element of the school life closely
associated with the achievement of the expected learning in the students, being
necessary to focus the attention of the future research on the role that the
environment and the motivational aspects of the school interactions might be
playing in the students’ academic development.
Cite this paper
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