La Comprensión Lectora Avanzada a través de las Disciplinas:Variables Instruccionales y Psicoeducativas
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Universidad de León
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2
Universidad de Salamanca
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ISSN: 1696-4713
Year of publication: 2021
Volume: 19
Issue: 4
Pages: 197-214
Type: Article
More publications in: REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
Abstract
Interest in generic advanced reading comprehension (CLA) competence as transversal content has increased in the last fi ve years. This study seeks to identify factors associated with the results of students in CLA. An analysis of two types of variables is carried out: i) instructional: teaching and learning strategies and techniques used, innovative evaluation and teaching systems, textual genres and physical or digital media used; and ii) psychoeducational: commitment to learning, achievement motivation, self-effi cacy, coping strategies, emotional intelligence, attributions, self-regulation, learning styles. An online questionnaire, Evaluation and Instructional Methodologies in Generic Competences (EMICOG) is designed and applied to undergraduate students of a Latin American university, completing it 2775 (48% H, M: 22 years). The results show differential patterns in most of the variables depending on the level of CLA as a key generic competence for academic success, regardless of the branch and fi eld of university education. Given their complexity, any measure adopted on actions to improve the mainstreaming of teaching and the evaluation of generic competences must consider them to defi ne specifi c guidelines for action such as the creation of permanent observatories.
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