PROMOTION OF LEARNING STRATEGIES FOR PSYCHOLOGY STUDENTS

ABSTRACT Learning strategies are self-regulating processes of knowledge acquisition and use. They must be constantly stimulated so that students can be fully engaged in academic life. The aim of this study was to evaluate the effectiveness of a learning strategy program for university students. A quasi-experimental methodology was used with 20 Psychology students, distributed in experimental and control groups. There was a pretest, a first posttest, and a second posttest four months after the intervention. The program consisted of eight meetings, focusing on metacognition, internal and contextual resource management, and social self-regulation. The first posttest indicated a significant increase in the mean of the experimental group, which remained the same in the second posttest. The main increase was observed in the self-regulation of resources. The control group did not significantly change its total score over the posttests and still showed a significant decrease in social self-regulation. The results indicate the effectiveness of the intervention and reinforce the relevance of such programs.摘要 学习策略是知识获取与运用的自我调节过程，需得到持续激发，方能让学生充分投身于学术生活之中。本研究旨在评估面向大学生的学习策略项目的实施效果。研究采用准实验研究方法（quasi-experimental methodology），招募20名心理学专业学生，将其分为实验组与对照组。研究设置了前测、首次后测，并于干预结束四个月后开展第二次后测。该项目共包含八次授课环节，聚焦元认知（metacognition）、内部与情境资源管理以及社会自我调节（social self-regulation）三大核心主题。首次后测结果显示，实验组的平均分出现显著提升，且该提升在第二次后测中得以保持，其中资源自我调节维度的得分提升最为显著。对照组的总得分在后测中未出现显著变化，但其社会自我调节维度得分仍出现了显著下降。上述结果证实了本次干预的有效性，并佐证了此类学习策略项目的应用价值。