Estilos de aprendizaje en estudiantes universitarios: Variaciones según sexo y edad
Palabras clave:
Estilos de aprendizaje, enseñanza, educación superior, psicología del aprendizaje, integración
Resumen
En la educación superior, los estilos de aprendizaje constituyen un factor clave en el desempeño académico y la integración de los estudiantes. Este estudio tuvo como objetivo analizar la relación del estilo de aprendizaje en función del sexo y la edad en los estudiantes de la Universidad Técnica de Manabí, Ecuador. Se empleó una metodología cuantitativa, descriptiva y correlacional, con un diseño no experimental y transversal. La muestra estuvo conformada por 379 estudiantes seleccionados mediante un muestreo no probabilístico. La recolección de datos se realizó a través del cuestionario CHAEA, y los análisis fueron procesados con SPSS para garantizar la validez estadística. Los resultados indican que el estilo de aprendizaje pragmático predomina en la población estudiada, lo que evidencia una inclinación generalizada hacia metodologías basadas en la aplicación de la práctica del conocimiento. Se identifican diferencias significativas según la edad, observando que los estudiantes más jóvenes prefieren enfoques dinámicos; mientras que los mayores tienden a métodos estructurados y reflexivos. En contraste, no se hallaron diferencias significativas en función del sexo, lo que sugiere una distribución homogénea de las preferencias de aprendizaje. Se concluye que, el estilo pragmático es predominante, con diferencias significativas según la edad, pero no según el sexo.
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Alalouch, C. (2021). Cognitive styles, gender, and student academic performance in engineering education. Education Sciences, 11(9), 502. https://doi.org/10.3390/educsci11090502
Alamri, H., Lowell, V., Watson, W., y Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352. https://doi.org/10.1080/15391523.2020.1728449
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16. https://doi.org/10.5539/hes.v10n3p16
Aydin, A. G., y Ince, S. (2023). The effect of Jigsaw technique on nursing students’ psychomotor skill levels and academic achievement: A quasi-experimental study. Nurse Education in Practice, 73, 103821. https://doi.org/10.1016/j.nepr.2023.103821
Bernasconi, A., y Celis, S. (2017). Higher education reforms: Latin America in comparative perspective. Education Policy Analysis Archives, 25, 67. https://doi.org/10.14507/epaa.25.3240
Buerkle, A., O’Dell, A., Matharu, H., Buerkle, L., y Ferreira, P. (2023). Recommendations to align higher education teaching with the UN sustainability goals – A scoping survey. International Journal of Educational Research Open, 5, 100280. https://doi.org/10.1016/j.ijedro.2023.100280
Casimiro, C. N., Casimiro, W. H., Casimiro, J. F., y Ramos, F. (2025). Estrategias de enseñanza que promueven aprendizaje activo, crítico y colaborativo en universidades públicas peruanas. Revista de Ciencias Sociales (Ve), XXXI(E-11), 410-424. https://doi.org/10.31876/rcs.v31i.44009
Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444. https://doi.org/10.1080/0144341042000228834
Chang, R. I., Hung, Y. H., y Lin, C. F. (2015). Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs. British Journal of Educational Technology, 46(3), 528-541. https://doi.org/10.1111/bjet.12275
Compte, M., y Sánchez, M. (2019). Aprendizaje colaborativo en el sistema de educación superior ecuatoriano. Revista de Ciencias Sociales (Ve), XXV(2), 131-140. https://produccioncientificaluz.org/index.php/rcs/article/view/27342
Denton, M., Prus, S., y Walters, V. (2004). Gender differences in health: a Canadian study of the psychosocial, structural and behavioural determinants of health. Social Science & Medicine, 58(12), 2585-2600. https://doi.org/10.1016/j.socscimed.2003.09.008
Eldesouky, L., y English, T. (2018). Another year older, another year wiser? Emotion regulation strategy selection and flexibility across adulthood. Psychology and Aging, 33(4), 572-585. https://doi.org/10.1037/pag0000251
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1), 53. https://doi.org/10.1186/s41239-021-00289-4
Esteves, Z., Chenet, M. E., Pibaque, M. S., y Chávez, M. L. (2020). Estilos de aprendizaje para la superdotación en el talento humano de estudiantes universitarios. Revista de Ciencias Sociales (Ve), XXVI(2), 225-235. https://doi.org/10.31876/rcs.v26i2.32436
Galvis, Á. H. (2018). Supporting decision-making processes on blended learning in higher education: Literature and good practices review. International Journal of Educational Technology in Higher Education, 15(1), 25. https://doi.org/10.1186/s41239-018-0106-1
Garrison, D. R., y Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Guerra, M. E., Zuluaga, A. D., y Saravia, L. A. (2019). Música vallenata, instrumento pedagógico en el proceso de aprendizaje universitario. Revista de Ciencias Sociales (Ve), XXV(1), 59-70. https://produccioncientificaluz.org/index.php/rcs/article/view/27293
Hadjar, A., y Backes, S. (2023). Gender, teaching style, classroom composition and alienation from learning: An exploratory study. Educational Research, 65(1), 121-142. https://doi.org/10.1080/00131881.2022.2143388
Hilliger, I., Ortiz-Rojas, M., Pesántez-Cabrera, P., Scheihing, E., Tsai, Y.-S., Muñoz-Merino, P. J., Broos, T., Whitelock-Wainwright, A., Gašević, D., y Pérez-Sanagustín, M. (2020). Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities. British Journal of Educational Technology, 51(4), 915-937. https://doi.org/10.1111/bjet.12933
Kahu, E. R., y Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197
Kalantzis, M., y Cope, B. (2016). Learner differences in theory and practice. Open Review of Educational Research, 3(1), 85-132. https://doi.org/10.1080/23265507.2016.1164616
Kezar, A. (2018). How colleges change: Understanding, leading, and enacting change. Routledge. https://doi.org/10.4324/9781315121178
Khalid, I. L., Abdullah, M. N. S., y Mohd, H. (2024). A systematic review: Digital learning in STEM education. Journal of Advanced Research in Applied Sciences and Engineering Technology, 51(1), 98-115. https://doi.org/10.37934/araset.51.1.98115
Kolb, A. Y., y Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212. https://doi.org/10.5465/amle.2005.17268566
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Education, Incorporated.
Kromydas, T. (2017). Rethinking higher education and its relationship with social inequalities: Past knowledge, present state and future potential. Palgrave Communications, 3, 1. https://doi.org/10.1057/s41599-017-0001-8
Li, H., Yang, L., Wang, T., Xiao, R., Song, L., Xie, W., Wang, Z., Wu, Y., Su, R., Ma, H., y Hou, Y. (2024). Structured diary introspection training: A kind of critical thinking training method can enhance the Pro-C creativity of interior designers. Thinking Skills and Creativity, 52, 101530. https://doi.org/10.1016/j.tsc.2024.101530
Li, Y.-Y, y Li, W. (2020). A game-based approaches for teaching entrepreneurship in application-oriented university. Proceedings of the 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). https://doi.org/10.2991/assehr.k.200727.142
Loeng, S. (2020). Self-Directed Learning: A core concept in adult education. Education Research International. https://doi.org/10.1155/2020/3816132
Manolis, C., Burns, D. J., Assudani, R., y Chinta, R. (2013). Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory. Learning and Individual Differences, 23, 44-52. https://doi.org/10.1016/j.lindif.2012.10.009
Martínez, F. G., Delgado, U., y Hernández, E. (2021). Análisis factorial confirmatorio de los estilos de aprendizaje en universitarios mexicanos. Revista ConCiencia EPG, 6(1), 52-75. https://doi.org/10.32654/CONCIENCIAEPG.6-1.4
Meng, X., Niu, D., Ding, L., y Wang, L. (2024). Research on the effect of mixed teaching strategies on students’ ambidextrous innovation. Studies in Educational Evaluation, 83, 101390. https://doi.org/10.1016/j.stueduc.2024.101390
Mishra, S. (2020). Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students. Educational Research Review, 29, 100307. https://doi.org/10.1016/j.edurev.2019.100307
Newton, P. M., Da Silva, A., y Berry, S. (2020). The case for pragmatic evidence-based higher education: A useful way forward? Frontiers in Education, 5, 583157. https://doi.org/10.3389/feduc.2020.583157
Ng, S. L., Forsey, J., Boyd, V. A., Friesen, F., Langlois, S., Ladonna, K., Mylopoulos, M., y Steenhof, N. (2022). Combining adaptive expertise and (critically) reflective practice to support the development of knowledge, skill, and society. Advances in Health Sciences Education, 27(5), 1265-1281. https://doi.org/10.1007/s10459-022-10178-8
Nowiński, W., Haddoud, M. Y., Lančarič, D., Egerová, D., y Czeglédi, C. (2019). The impact of entrepreneurship education, entrepreneurial self-efficacy and gender on entrepreneurial intentions of university students in the Visegrad countries. Studies in Higher Education, 44(2), 361-379. https://doi.org/10.1080/03075079.2017.1365359
Oertel, S. (2018). The role of imprinting on the adoption of diversity management in German universities. Public Administration, 96(1), 104-118. https://doi.org/10.1111/padm.12384
Pan, S., Hafez, B., Iskandar, A., y Ming, Z. (2024). Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students. Learning and Motivation, 87, 102023. https://doi.org/10.1016/j.lmot.2024.102023
Pedro, E., Alves, H., y Leitão, J. (2024). Sustainable development practices in public higher education: A new conceptual framework for nurturing student satisfaction and reinforcing attractiveness to international students. Sustainable Development, 32(3), 2565-2582. https://doi.org/10.1002/sd.2798
Polo, B. R., Hinojosa, C. A., Weepiu, M. L., y Rodríguez, J. L. (2022). Estilos de aprendizaje y rendimiento académico en el área de comunicación con enfoque de sistemas. Revista de Ciencias Sociales (Ve), XXVIII(5), 48-62. https://doi.org/10.31876/rcs.v28i.38144
Santos, E., y Hanna, M. D. (2009). A theoretical review of flexibility, agility and responsiveness in the operations management literature. International Journal of Operations & Production Management, 29(1), 30-53. https://doi.org/10.1108/01443570910925352
Sargent, C. S. (2015). Evidence of reflective thinking across the curriculum: college experience versus individual courses. Higher Education Research & Development, 34(3), 624-640. https://doi.org/10.1080/07294360.2014.973375
Serra-Olivares, J., García-Rubio, J., Gil, P., Cejudo, C., y González, S. (2018). Learning styles and formative assessment: Study with Chilean Physical Education university students. SPORT TK: EuroAmerican Journal of Sport Sciences, 7(1), 129. https://doi.org/10.6018/321991
Sheng, W., Fan, Z., y Weng, S. (2025). Enhancing student satisfaction in educational management: a Bayesian analysis of influential factors and improvement strategies. Journal of the Knowledge Economy, 16, 5793-5830. https://doi.org/10.1007/s13132-023-01672-4
Strayhorn, T. L. (2018). College students’ sense of belonging: A key to educational success for all students. Routledge. https://doi.org/10.4324/9781315297293
Taheri, H., Sadighi, F., Bagheri, M. S., y Bavali, M. (2019). EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies. Cogent Education, 6(1), 1655882. https://doi.org/10.1080/2331186X.2019.1655882
Verma, R., Balhara, Y. P. S., y Gupta, C. S. (2011). Gender differences in stress response: Role of developmental and biological determinants. Industrial Psychiatry Journal, 20(1), 4. https://doi.org/10.4103/0972-6748.98407
Villacís, L. M., Loján, B. H., De la Rosa, A. S., y Caicedo, E. A. (2020). Estilos de aprendizajes en estudiantes de la Universidad Laica Eloy Alfaro de Manabí, Ecuador. Revista de Ciencias Sociales (Ve), XXVI(E-2), 289-300. https://doi.org/10.31876/rcs.v26i0.34128
Wang, Y., y Ren, W. (2023). The roles of language mindsets and willingness to communicate in receptive pragmatic competence among Chinese EFL learners. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2023.2284892
Welp, A., Johnson, A., Nguyen, H., y Perry, L. (2018). The importance of reflecting on practice: How personal professional development activities affect perceived teamwork and performance. Journal of Clinical Nursing, 27(21-22), 3988-3999. https://doi.org/10.1111/jocn.14519
Zamiri, M., y Esmaeili, A. (2024). Strategies, methods, and supports for developing skills within learning communities: A systematic review of the literature. Administrative Sciences, 14(9), 231. https://doi.org/10.3390/admsci14090231
Alamri, H., Lowell, V., Watson, W., y Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352. https://doi.org/10.1080/15391523.2020.1728449
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16. https://doi.org/10.5539/hes.v10n3p16
Aydin, A. G., y Ince, S. (2023). The effect of Jigsaw technique on nursing students’ psychomotor skill levels and academic achievement: A quasi-experimental study. Nurse Education in Practice, 73, 103821. https://doi.org/10.1016/j.nepr.2023.103821
Bernasconi, A., y Celis, S. (2017). Higher education reforms: Latin America in comparative perspective. Education Policy Analysis Archives, 25, 67. https://doi.org/10.14507/epaa.25.3240
Buerkle, A., O’Dell, A., Matharu, H., Buerkle, L., y Ferreira, P. (2023). Recommendations to align higher education teaching with the UN sustainability goals – A scoping survey. International Journal of Educational Research Open, 5, 100280. https://doi.org/10.1016/j.ijedro.2023.100280
Casimiro, C. N., Casimiro, W. H., Casimiro, J. F., y Ramos, F. (2025). Estrategias de enseñanza que promueven aprendizaje activo, crítico y colaborativo en universidades públicas peruanas. Revista de Ciencias Sociales (Ve), XXXI(E-11), 410-424. https://doi.org/10.31876/rcs.v31i.44009
Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444. https://doi.org/10.1080/0144341042000228834
Chang, R. I., Hung, Y. H., y Lin, C. F. (2015). Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs. British Journal of Educational Technology, 46(3), 528-541. https://doi.org/10.1111/bjet.12275
Compte, M., y Sánchez, M. (2019). Aprendizaje colaborativo en el sistema de educación superior ecuatoriano. Revista de Ciencias Sociales (Ve), XXV(2), 131-140. https://produccioncientificaluz.org/index.php/rcs/article/view/27342
Denton, M., Prus, S., y Walters, V. (2004). Gender differences in health: a Canadian study of the psychosocial, structural and behavioural determinants of health. Social Science & Medicine, 58(12), 2585-2600. https://doi.org/10.1016/j.socscimed.2003.09.008
Eldesouky, L., y English, T. (2018). Another year older, another year wiser? Emotion regulation strategy selection and flexibility across adulthood. Psychology and Aging, 33(4), 572-585. https://doi.org/10.1037/pag0000251
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1), 53. https://doi.org/10.1186/s41239-021-00289-4
Esteves, Z., Chenet, M. E., Pibaque, M. S., y Chávez, M. L. (2020). Estilos de aprendizaje para la superdotación en el talento humano de estudiantes universitarios. Revista de Ciencias Sociales (Ve), XXVI(2), 225-235. https://doi.org/10.31876/rcs.v26i2.32436
Galvis, Á. H. (2018). Supporting decision-making processes on blended learning in higher education: Literature and good practices review. International Journal of Educational Technology in Higher Education, 15(1), 25. https://doi.org/10.1186/s41239-018-0106-1
Garrison, D. R., y Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Guerra, M. E., Zuluaga, A. D., y Saravia, L. A. (2019). Música vallenata, instrumento pedagógico en el proceso de aprendizaje universitario. Revista de Ciencias Sociales (Ve), XXV(1), 59-70. https://produccioncientificaluz.org/index.php/rcs/article/view/27293
Hadjar, A., y Backes, S. (2023). Gender, teaching style, classroom composition and alienation from learning: An exploratory study. Educational Research, 65(1), 121-142. https://doi.org/10.1080/00131881.2022.2143388
Hilliger, I., Ortiz-Rojas, M., Pesántez-Cabrera, P., Scheihing, E., Tsai, Y.-S., Muñoz-Merino, P. J., Broos, T., Whitelock-Wainwright, A., Gašević, D., y Pérez-Sanagustín, M. (2020). Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities. British Journal of Educational Technology, 51(4), 915-937. https://doi.org/10.1111/bjet.12933
Kahu, E. R., y Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197
Kalantzis, M., y Cope, B. (2016). Learner differences in theory and practice. Open Review of Educational Research, 3(1), 85-132. https://doi.org/10.1080/23265507.2016.1164616
Kezar, A. (2018). How colleges change: Understanding, leading, and enacting change. Routledge. https://doi.org/10.4324/9781315121178
Khalid, I. L., Abdullah, M. N. S., y Mohd, H. (2024). A systematic review: Digital learning in STEM education. Journal of Advanced Research in Applied Sciences and Engineering Technology, 51(1), 98-115. https://doi.org/10.37934/araset.51.1.98115
Kolb, A. Y., y Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212. https://doi.org/10.5465/amle.2005.17268566
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Education, Incorporated.
Kromydas, T. (2017). Rethinking higher education and its relationship with social inequalities: Past knowledge, present state and future potential. Palgrave Communications, 3, 1. https://doi.org/10.1057/s41599-017-0001-8
Li, H., Yang, L., Wang, T., Xiao, R., Song, L., Xie, W., Wang, Z., Wu, Y., Su, R., Ma, H., y Hou, Y. (2024). Structured diary introspection training: A kind of critical thinking training method can enhance the Pro-C creativity of interior designers. Thinking Skills and Creativity, 52, 101530. https://doi.org/10.1016/j.tsc.2024.101530
Li, Y.-Y, y Li, W. (2020). A game-based approaches for teaching entrepreneurship in application-oriented university. Proceedings of the 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). https://doi.org/10.2991/assehr.k.200727.142
Loeng, S. (2020). Self-Directed Learning: A core concept in adult education. Education Research International. https://doi.org/10.1155/2020/3816132
Manolis, C., Burns, D. J., Assudani, R., y Chinta, R. (2013). Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory. Learning and Individual Differences, 23, 44-52. https://doi.org/10.1016/j.lindif.2012.10.009
Martínez, F. G., Delgado, U., y Hernández, E. (2021). Análisis factorial confirmatorio de los estilos de aprendizaje en universitarios mexicanos. Revista ConCiencia EPG, 6(1), 52-75. https://doi.org/10.32654/CONCIENCIAEPG.6-1.4
Meng, X., Niu, D., Ding, L., y Wang, L. (2024). Research on the effect of mixed teaching strategies on students’ ambidextrous innovation. Studies in Educational Evaluation, 83, 101390. https://doi.org/10.1016/j.stueduc.2024.101390
Mishra, S. (2020). Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students. Educational Research Review, 29, 100307. https://doi.org/10.1016/j.edurev.2019.100307
Newton, P. M., Da Silva, A., y Berry, S. (2020). The case for pragmatic evidence-based higher education: A useful way forward? Frontiers in Education, 5, 583157. https://doi.org/10.3389/feduc.2020.583157
Ng, S. L., Forsey, J., Boyd, V. A., Friesen, F., Langlois, S., Ladonna, K., Mylopoulos, M., y Steenhof, N. (2022). Combining adaptive expertise and (critically) reflective practice to support the development of knowledge, skill, and society. Advances in Health Sciences Education, 27(5), 1265-1281. https://doi.org/10.1007/s10459-022-10178-8
Nowiński, W., Haddoud, M. Y., Lančarič, D., Egerová, D., y Czeglédi, C. (2019). The impact of entrepreneurship education, entrepreneurial self-efficacy and gender on entrepreneurial intentions of university students in the Visegrad countries. Studies in Higher Education, 44(2), 361-379. https://doi.org/10.1080/03075079.2017.1365359
Oertel, S. (2018). The role of imprinting on the adoption of diversity management in German universities. Public Administration, 96(1), 104-118. https://doi.org/10.1111/padm.12384
Pan, S., Hafez, B., Iskandar, A., y Ming, Z. (2024). Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students. Learning and Motivation, 87, 102023. https://doi.org/10.1016/j.lmot.2024.102023
Pedro, E., Alves, H., y Leitão, J. (2024). Sustainable development practices in public higher education: A new conceptual framework for nurturing student satisfaction and reinforcing attractiveness to international students. Sustainable Development, 32(3), 2565-2582. https://doi.org/10.1002/sd.2798
Polo, B. R., Hinojosa, C. A., Weepiu, M. L., y Rodríguez, J. L. (2022). Estilos de aprendizaje y rendimiento académico en el área de comunicación con enfoque de sistemas. Revista de Ciencias Sociales (Ve), XXVIII(5), 48-62. https://doi.org/10.31876/rcs.v28i.38144
Santos, E., y Hanna, M. D. (2009). A theoretical review of flexibility, agility and responsiveness in the operations management literature. International Journal of Operations & Production Management, 29(1), 30-53. https://doi.org/10.1108/01443570910925352
Sargent, C. S. (2015). Evidence of reflective thinking across the curriculum: college experience versus individual courses. Higher Education Research & Development, 34(3), 624-640. https://doi.org/10.1080/07294360.2014.973375
Serra-Olivares, J., García-Rubio, J., Gil, P., Cejudo, C., y González, S. (2018). Learning styles and formative assessment: Study with Chilean Physical Education university students. SPORT TK: EuroAmerican Journal of Sport Sciences, 7(1), 129. https://doi.org/10.6018/321991
Sheng, W., Fan, Z., y Weng, S. (2025). Enhancing student satisfaction in educational management: a Bayesian analysis of influential factors and improvement strategies. Journal of the Knowledge Economy, 16, 5793-5830. https://doi.org/10.1007/s13132-023-01672-4
Strayhorn, T. L. (2018). College students’ sense of belonging: A key to educational success for all students. Routledge. https://doi.org/10.4324/9781315297293
Taheri, H., Sadighi, F., Bagheri, M. S., y Bavali, M. (2019). EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies. Cogent Education, 6(1), 1655882. https://doi.org/10.1080/2331186X.2019.1655882
Verma, R., Balhara, Y. P. S., y Gupta, C. S. (2011). Gender differences in stress response: Role of developmental and biological determinants. Industrial Psychiatry Journal, 20(1), 4. https://doi.org/10.4103/0972-6748.98407
Villacís, L. M., Loján, B. H., De la Rosa, A. S., y Caicedo, E. A. (2020). Estilos de aprendizajes en estudiantes de la Universidad Laica Eloy Alfaro de Manabí, Ecuador. Revista de Ciencias Sociales (Ve), XXVI(E-2), 289-300. https://doi.org/10.31876/rcs.v26i0.34128
Wang, Y., y Ren, W. (2023). The roles of language mindsets and willingness to communicate in receptive pragmatic competence among Chinese EFL learners. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2023.2284892
Welp, A., Johnson, A., Nguyen, H., y Perry, L. (2018). The importance of reflecting on practice: How personal professional development activities affect perceived teamwork and performance. Journal of Clinical Nursing, 27(21-22), 3988-3999. https://doi.org/10.1111/jocn.14519
Zamiri, M., y Esmaeili, A. (2024). Strategies, methods, and supports for developing skills within learning communities: A systematic review of the literature. Administrative Sciences, 14(9), 231. https://doi.org/10.3390/admsci14090231
Publicado
2025-08-26
Cómo citar
Antón-Vera, G. E., Jiménez-Bustillo, O. J., Rengifo-Lozano, R. A., & Moreira-Garcia, S. L. (2025). Estilos de aprendizaje en estudiantes universitarios: Variaciones según sexo y edad. Revista De Ciencias Sociales, 31(3), 431-445. https://doi.org/10.31876/rcs.v31i3.44293
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Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.
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