Contextos multiculturales, enfoques de aprendizaje y rendimiento académico en el alumnado de educación secundaria

Resumo

This paper analyzes the internal consistency, the reliability and the validity of the CEPA scale, created by J. Biggs (Learning Process Questionnaire �LPQ�, 1987). It also analyzes learning styles or patterns (including their significant differences) adopted by the alumni during their learning processes, according to their different multicultural and educational contexts. The analysis has been done considering data from several samples which include secondary school students from different countries and different regions within the same country: Spain (Autonomous Community of Galicia), Puerto Rico and Brazil (states of São Paulo and Rondônia). Then, starting from the factor analysis of principal components and varimaxIII rotation, we will perform a detailed analysis of a reduction of the original scale LPQ-CEPA of three typical factor dimensions (deep approach, superficial approach and achievement or high performance approach) to two second-order factor dimensions: meaning orientation and superficial orientation. We would like to highlight that these two factors are the result of a second-order factor analysis. They are also the dominant factors during the studying and learning process of secondary school alumni in the different multicultural contexts analyzed in this paper. Finally, the before mentioned learning approaches are analyzed considering the academic performance achieved by the subjects participating in the research. Significant differences were found between different multicultural and educational contexts.