A LONGITUDINAL APPROACH OF THE STUDENTS’ LEARNING STRATEGIES AND STYLES
A LONGITUDINAL APPROACH OF THE STUDENTS’ LEARNING STRATEGIES AND STYLES

Summary/Abstract: Starting from the results of the studies developed by different authors, the study aims at depicting the dynamics of learning strategies and styles; more precisely, the identification of the modifications which appear in the students’ utilization of learning strategies and styles during the university years, assuming that they will develop learning strategies and styles directed towards understanding. Our research focused on these aspects, based on the data from 80 participants (men and women), students of the University of Oradea, Psychology program of study. Thus, ILS was applied in three moments: moment 1 represents the testing of the students in the first year of study (120), moment 2 (80) represents the testing in the second year of study and moment 3 (43) represents the testing in the third year of study. The obtained data confirm the formulated hypothesis. Senior students progress in what concerns learning by using learning strategies which differ through content and significance from the same students in the first year. However, we could notice that there are aspects resistant to change. The proposed explanations concern both aspects related to development but also contextual influences.

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