Introduction. The aim of this study was to analyse the relationship between learning pat-terns, associated factors, and academic performance in 115 Colombian first-year university students. We posed the need to discuss the Vermunt model in other contexts, with an aim to supply evidence toward a more robust, inclusive model in analyzing learning processes. Method. Data were collected using a Spanish version of the Inventory of Learning Style (Martínez-Fernández et al., 2009; Vermunt, 1998). Additionally, we collected data about the students' age, gender, dedication to study, perception of teaching, effort, and academic per-formance. The data were processed by means of descriptive analysis, correlation, MANOVA, and path analysis. Results. The results show a structure of four learning patterns consisting of different factor combinations according to Vermunt: 1) Meaning-directed with external regulation (MD/er); 2) Passive-Idealistic (PI); 3) Passive-Motivated (PM); and 4) Reproduction-directed with lack of regulation (RD/lr). The relationship between learning patterns and the different factors was not sustained. However, we found an interesting explanation of academic performance from the perspective of self- and external regulation. Discussion and Conclusion. Based on these results, we defend the need to make the cultural dimension of learning patterns a key topic in the research agenda on learning processes.
|Translated title of the contribution||Universitarios latinoamericanos y sus patrones de aprendizaje en la transición a la Educación Superior: un estudio exploratorio en Colombia|
|Number of pages||28|
|Journal||Electronic Journal of Research in Educational Psychology|
|Publication status||Published - 2 Dec 2019|