Academic Experiences and Study Methods in Higher Education | Benedita Donatiano Lopes

This book, the result of a doctoral thesis, describes the course of university students in the face of motivation for learning and the choice of better strategies for the organization of study. The problem that arises in order and need to guide students not only to a good organization of study in higher education but, above all, to a good adaptation to the new structure of action at the higher level.

For the deepening of the problem, many questions were identified as crucial, namely:

can the learning methods and strategies that students use in the 1st and 3rd year of the university lead them to a good school performance? Do students as they advance in higher education increase their self-regulation and expectations? If that's the case, are first graders different from third graders? Given the different curriculum nature, do science students differ from those of mankind in their study organization? Do academic experiences and learning strategies affect or correlate with school performance? Are the relationship between academic experiences and learning strategies different if students are in the first year and in the third year or if they are in a course of Sciences and Humanities? Do the difficulties of learning organization differ in the first and third years, and/or in Humanities and Sciences courses? What can help self-regulating and organizing the study in order to drive the student to a constant self-learning?

And as more personal motivation issues for the investigation of the study we proposed were: Realizing what kind of motivation students bring when they enter higher education and what leads them to stay in university? What attitudes do they take regarding the course they are taking when they are already in the third year of higher education? Has it been easy for students to realize that self-regulation in learning is important for their academic success? What type of school performance, success/insuccess, do students present, when organized in their study, or when not organized? Who do they attribute their positive and negative results to during their training? These questions are answered throughout the book and open new research in the area of Education Psychology in and outside Mozambique.