Learning strategies and sociodemographic variables in undergraduate courses

Abstract

This article is based on the Cognitive Psychology /Information Processing Theory, with emphasis on the study of the learning strategies used by university teachers in order to learn. This study is to analyze the frequency which undergraduate professors from a university in the north of Paraná use learning strategies related to sociodemographic variables. A total of 56 teachers participated in the study, being 57.14% female and 42.46% male ones. The data collection was done online using the Google Drive forms. The results showed that most of the teachers use more the Cognitive and Metacognitive Self-Regulation strategies comparing to the ones of Internal Resources Self-regulation and Contextual and Social. That female participants and teachers from the Letras Vernáculas (Portuguese teaching course) department are the most strategic teachers comparing to the one’s. It is important to emphasize the need for undergraduate courses to include in their syllabus some content about learning strategies, in order to provide to the teachers access to new models of teaching how to learn.