Estilos y estrategias de aprendizaje: una revisión empírica y conceptual de los últimos diez años

Abstract

A review of learning styles and strategies and academic performance over the last ten years is presented. For\nthis purpose, a review was carried out of the Dialnet, Redalyc and Scielo data bases due to their scope and\nimportance in the Latin American context. The descriptors used in the search for information were the key\nwords: 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\nperiod 2000-2011, Spanish language, research article and university population). Review of this material\nshowed that the principal instruments used were the Honey-Alonso questionnaire of learning styles (Haqls),\nthe learning styles inventory (LSI) constructed by Kol, Reid�s Learning Styles Preferences Questionnaire,\nWeinstein�s Learning and Study Strategies Inventory [Lassi] (1987) and Román & Gallego�s Scale of Learning\nStrategies (ACRA). The conclusion was that the instrument most used in the measurement of learning styles is\nthe Haqls, as distinct from the measurement of learning strategies, since there is no evidence of the uniqueness\nof criteria. The majority of the articles (11) show that the predominant style of the population under analysis\nis reflexive. Regarding learning strategies, the reflexive and pragmatic styles are correlated with high academic\nperformance and profound learning strategies. The results of this review suggest the continuation of studies\nwhich will go into greater depth on learning strategies and their measurement