The cognition in the learning of psychology students

Abstract

This paper is the product of an investigation focused on describing how the student understands the processes and cognitive strategies they use in studying and in the academic production, how the student conceives and directs the learning, how motivation is an important aspect in achieving their learning during the transit as a psychologist in training throughout the curriculum. The study population were nine Psychology students from I, V and IX semesters, which were intentionally chosen because of different levels of academic performance (good, fair, poor) and for their interest to participate and improve their training. The results showed differences between the students of I, V and IX semester in the conception of learning, the motivation to learn independently, and the processes and cognitive strategies used to achieve significant learning. The results suggest to redirect the educational practice in the Psychology Program assuming new interpretations of cognition and academic learning to reduce school failure situations that endanger the student population for desertion, for repetition of courses for not having students strengthened with cognitive processes and strategies which enable them to learn independently and with meaning.