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The objective of this study is to identify the possible relationships that might exist between gender, academic performance and the use of self-directed learning skills. The sample was comprised of 404 students who are enrolled in education programs at a Chilean university. A scale based on Garrison's model was used to measure capacity for self-directed learning in three dimensions: self-direction, motivation and self-monitoring. Academic performance was calculated based on cumulative grade point averages (CGA). The results show gender differences in self-direction and self-monitoring in favor of women. Differences in self-directed learning according to academic major and years of study were observed as well.

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Autor(es)

Parra, Joel -  Cerda González, Cristian -  López Vargas, Omar -  Saiz, José L. - 

Id.: 65733812

Idioma: spa  - 

Versión: 1.0

Estado: Final

Tipo:  application/pdf - 

Palabras claveAutoaprendizaje - 

Tipo de recurso: text (article)  - 

Tipo de Interactividad: Expositivo

Nivel de Interactividad: muy bajo

Audiencia: Estudiante  -  Profesor  -  Autor  - 

Estructura: Atomic

Coste: no

Copyright: sí

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Formatos:  application/pdf - 

Requerimientos técnicos:  Browser: Any - 

Relación: [IsBasedOn] Educación y educadores, ISSN 0123-1294, Vol. 17, Nº. 1, 2014

Fecha de contribución: 13-jun-2018

Contacto:

Localización:
* (Revista) ISSN 0123-1294

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