Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students : An Exploratory Study of Profiles and Relationships

Background. Entwistle Students’ Approaches to Learning framework and Kolb’s Experiential Learning Model has been widely used in higher education. Different inventories have been developed in order to adapt to different contexts and / or to supersede reported weakness. Aims. This paper aims to explor...

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Detalhes bibliográficos
Autores: Arquero Montaño, José Luis, Donoso Anés, José Antonio
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2019
País:España
Recursos:Universidad de Sevilla (US)
Repositório:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/111657
Acesso em linha:https://hdl.handle.net/11441/111657
https://doi.org/10.12795/EDUCADE.2019.i10.02
Access Level:Acceso aberto
Palavra-chave:Learning styles
PSSQ
Approaches to learning
SPQ
Kolb
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oai_identifier_str oai:idus.us.es:11441/111657
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repository_id_str
spelling Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students : An Exploratory Study of Profiles and RelationshipsArquero Montaño, José LuisDonoso Anés, José AntonioLearning stylesPSSQApproaches to learningSPQKolbBackground. Entwistle Students’ Approaches to Learning framework and Kolb’s Experiential Learning Model has been widely used in higher education. Different inventories have been developed in order to adapt to different contexts and / or to supersede reported weakness. Aims. This paper aims to explore the profiles and approaches showed by a sample of Spanish accounting students as well as the relationship of those profiles with the academic performance. Instrument and Sample. The instrument consists of both the short version of the Study Process Questionnaire (SPQ; Fox et al, 2001) and the Problem Solving Style Questionnaire (PSSQ, Romero et al, 1992). The sample is composed by the students enrolled in advanced financial accounting and financial statement analysis during the 2005-06 academic course at the University of Sevilla. Results. Contrariwise to reported results in our area, but in different countries, Spanish accounting students mainly present diverger learning style, followed by assimilator style. A strong, negative correlation is found between the score on surface approach and the academic performance in the accounting courses. Although there is no difference in grades by style preference, there is a positive correlation in the score CE-AC, which suggest that students scoring high to abstract conceptualization pole tend to obtain higher grades.Universidad de SevillaContabilidad y Economía Financiera2019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/111657https://doi.org/10.12795/EDUCADE.2019.i10.02reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEducade : revista de Educación en Contabilidad, Finanzas y Administración de Empresas, 10, 3-16.http://dx.doi.org/10.12795/EDUCADE.2019.i10.02info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1116572026-06-17T12:51:07Z
dc.title.none.fl_str_mv Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students : An Exploratory Study of Profiles and Relationships
title Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students : An Exploratory Study of Profiles and Relationships
spellingShingle Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students : An Exploratory Study of Profiles and Relationships
Arquero Montaño, José Luis
Learning styles
PSSQ
Approaches to learning
SPQ
Kolb
title_short Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students : An Exploratory Study of Profiles and Relationships
title_full Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students : An Exploratory Study of Profiles and Relationships
title_fullStr Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students : An Exploratory Study of Profiles and Relationships
title_full_unstemmed Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students : An Exploratory Study of Profiles and Relationships
title_sort Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students : An Exploratory Study of Profiles and Relationships
dc.creator.none.fl_str_mv Arquero Montaño, José Luis
Donoso Anés, José Antonio
author Arquero Montaño, José Luis
author_facet Arquero Montaño, José Luis
Donoso Anés, José Antonio
author_role author
author2 Donoso Anés, José Antonio
author2_role author
dc.contributor.none.fl_str_mv Contabilidad y Economía Financiera
dc.subject.none.fl_str_mv Learning styles
PSSQ
Approaches to learning
SPQ
Kolb
topic Learning styles
PSSQ
Approaches to learning
SPQ
Kolb
description Background. Entwistle Students’ Approaches to Learning framework and Kolb’s Experiential Learning Model has been widely used in higher education. Different inventories have been developed in order to adapt to different contexts and / or to supersede reported weakness. Aims. This paper aims to explore the profiles and approaches showed by a sample of Spanish accounting students as well as the relationship of those profiles with the academic performance. Instrument and Sample. The instrument consists of both the short version of the Study Process Questionnaire (SPQ; Fox et al, 2001) and the Problem Solving Style Questionnaire (PSSQ, Romero et al, 1992). The sample is composed by the students enrolled in advanced financial accounting and financial statement analysis during the 2005-06 academic course at the University of Sevilla. Results. Contrariwise to reported results in our area, but in different countries, Spanish accounting students mainly present diverger learning style, followed by assimilator style. A strong, negative correlation is found between the score on surface approach and the academic performance in the accounting courses. Although there is no difference in grades by style preference, there is a positive correlation in the score CE-AC, which suggest that students scoring high to abstract conceptualization pole tend to obtain higher grades.
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/111657
https://doi.org/10.12795/EDUCADE.2019.i10.02
url https://hdl.handle.net/11441/111657
https://doi.org/10.12795/EDUCADE.2019.i10.02
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Educade : revista de Educación en Contabilidad, Finanzas y Administración de Empresas, 10, 3-16.
http://dx.doi.org/10.12795/EDUCADE.2019.i10.02
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidad de Sevilla
publisher.none.fl_str_mv Universidad de Sevilla
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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