School Wellbeing, Learning Strategies and Expected Learning in College Students

Abstract

The scientific community recognizes the relevance that motivational elements and students planned actions have in the process of obtaining the expected learning, however, there is no research focused on exploring the association between those variables and the learning outcomes in college students. Considering this, the aim of this research was to describe the association between school wellbeing, learning strategies and expected learning in college students. A study with a descriptive and transversal design was developed. Descriptive analysis was applied using frequencies and distribution measurements. The comparisons in the learning strategies and the school wellbeing of the students were developed by grade, using one-way analysis of variance (ANOVA). The association between the study variables was established using χ2. The results indicated that there is a statistically significant association between school wellbeing and expected learning; also, we found statistically significant differences between the variables when grouping by school grade according to the student’s semester, favoring the first semester students. We conclude that the school wellbeing is an element of the school life closely associated with the achievement of the expected learning in the students, being necessary to focus the attention of the future research on the role that the environment and the motivational aspects of the school interactions might be playing in the students’ academic development.