Teaching methodology, stress and study and learning strategies: interrelationships among university students

Authors

DOI:

https://doi.org/10.1590/1982-4327e3121

Keywords:

Higher education, Teaching methods, College students, Stress, Study habits

Abstract

Higher education can be offered by traditional or active teaching methodology, which can influence differently the study and learning strategies and the stress level of university students. This study aimed to investigate the study and learning strategies and the prevalence of stress among students of active and traditional teaching methodology and verify the influence of stress on using these strategies. 210 students in speech, language and hearing sciences from a Brazilian Federal University participated, divided into two groups, TMG (traditional methodology) and AMG (active methodology). They responded to Learning And Study Strategies Inventory and Lipp’s Stress Symptom Inventory for Adults. The teaching methodology influenced the study and learning strategies, but not the stress. Stress interfered differently in the study and learning strategies depending on the teaching methodology.

Downloads

Download data is not yet available.

Author Biographies

  • Raphaela Barroso Guedes-Granzotti, Universidade Federal de Sergipe

    Professor of the Universidade Federal de Sergipe, São Cristóvão-SE, Brazil.

  • Carla Patrícia Hernandez Alves Ribeiro César, Universidade Federal de Sergipe

    Universidade Federal de Sergipe, São Cristóvão-SE, Brazil

  • Vanessa Veis Ribeiro, Universidade Federal de Sergipe

    Universidade Federal de Sergipe, Lagarto-SE, Brazil

  • Rodrigo Dornelas, Universidade Federal do Rio de Janeiro

    Universidade Federal do Rio de Janeiro, Rio de Janeiro -RJ, Brazil

  • Patricia Pinatti Moreira, Universidade Federal de Sergipe

    Universidade Federal de Sergipe, Lagarto-SE, Brazil

  • Kelly da Silva, Universidade Federal de Sergipe

    Universidade Federal de Sergipe, Lagarto-SE, Brazil

References

Bartalo, L., & Guimarães, S. E. R. (2008). Estratégias de estudo e aprendizagem de alunos

universitários: Um estudo exploratório [Study and learning strategies for university students: An exploratory study]. Informação & Informação, 13(2), 1-14. doi:10.5433/1981- 8920.2008v13n2p1

Boruchovitch, E., Góes, N. M., Felicori, C. M., & Acee, T. W. (2019). Translation and adaptation of the learning and study strategies Inventory - lassi 3rd edition for use in Brazil: Methodological considerations. Educação em Análise, 4(1), 7-20. doi:10.5433/1984-7939.2019v4n1p7

Cardoso, J. B. F., & Santana, J. A. (2017). Brazilian universities’ brands in Instagram: The student’s discourse and identity. Teknokultura, 14(2), 241-259. doi:10.5209/TEKN.54861

Diesel, A., Baldez, A. L. S., & Martins, S. N. (2017). Os princípios das metodologias ativas de ensino: Uma abordagem teórica [Active teaching methodologies principles: A theoretical approach]. Revista Thema, 14(1), 268-288. doi:10.15536/thema.14.2017.268-288.404

Franzen, E., Bercht, M., & Dertzbacher, J. (2017). Problematização aplicada ao ensino e aprendizagem de algoritmos: Uma análise dos fatores associados a motivação dos estudantes [Problematization applied to teach and learn algorithms: An analysis of the factors associated with student motivation]. Renote - Revista Novas Tecnologias na Educação, 15(1), 1-10. doi:10.22456/1679-1916.75148

Graner, K. M., & Cerqueira, A. T. A. R. (2019). Revisão integrativa: Sofrimento psíquico em estudantes universitários e fatores associados [Integrative review: Psychological distress among university students and correlated factors]. Ciência & Saúde Coletiva, 24(4), 1327-1346. doi:10.1590/1413-81232018244.09692017

Guedes-Granzotti, R. B., Silva, K., Dornelas, R., Cesar, C. P. H. A. R., Pellicani, A. D., & Domenis, D. R. (2015). Problem-situation as a trigger of the teaching-learning process in active teaching methodologies. Revista CEFAC, 17(6), 2081-2087. doi:10.1590/1982-021620151768015

Jouhari, K., Haghani, F., & Changiz, T. (2016). Assessment of medical students’ learning and study strategies in self-regulated learning. Journal of Advances in Medical Education & Professionalism, 4(2), 72-79. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4827759/pdf/jamp-4-72.pdf

Kam, S. X. L., Toledo, A. L. S., Pacheco, C. C., Souza, G. F. B., Santana, V. L. M., Bonfá-Araujo, B., & Custódio, C. R. S. N. (2019). Estresse em estudantes ao longo da graduação médica [Stress in undergraduate medical students]. Revista Brasileira de Educação Médica, 43(1 Suppl. 1), 246-253. doi:10.1590/1981-5271v43suplemento1-20180192

Karaman, M. A., & Watson, J. W. (2017). Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of U.S. and international undergraduate students. Personality and Individual Differences, 111, 106-110. doi:10.1016/j.paid.2017.02.006

Khalil, M. K., Williams, S. E., & Hawkins, H. G. (2018). Learning and study strategies correlate with medical students’ performance in anatomical sciences. Anatomical Sciences Education, 11(3), 236-242. doi:10.1002/ase.1742

Lameu, J. N., Salazar, T. L., & Souza, W. F. (2016). Prevalência de sintomas de stress entre graduandos de uma universidade pública [Prevalence of stress symptoms among students of a public university]. Psicologia da Educação, (42), 13-22. doi:10.5935/2175-3520.20150021

Lima, R. L., Soares M. E. C., Prado, S. N., & Albuquerque, G. S. C. (2016). Estresse do estudante de medicina e rendimento acadêmico [Stress among medical students and academic performance]. Revista Brasileira de Educação Médica, 40(4), 678-684. doi:10.1590/1981-52712015v40n4e01532015

Lipp, M. E. N. (2005). Manual do inventário de sintomas de stress para adultos de Lipp (ISSL) [Lipp’s inventory of symptoms of stress for adults (ISSL) manual]. São Paulo, SP: Casa do Psicólogo.

Machado, A. C. T. A., & Boruchovitch, E. (2018). Promovendo a autorregulação da aprendizagem em sala de aula: Considerações sobre modelos de intervenção e a formação de professores [Promoting self-regulated learning in the classroom: Considerations on intervention models and teacher education]. Revista de Educação PUC-Campinas, 23(3), 337-348. doi:10.24220/2318-0870v23n3a4107

Mussi, F. C., Pires, C. G. S., Carneiro, L. S., Costa, A. L. S., Ribeiro, F. M. S. S., & Santos, A. F. (2019). Comparison of stress in freshman and senior nursing students. Revista da Escola de Enfermagem da USP, 53, e03431. doi:10.1590/S1980-220X2017023503431

Murakami, K., Panúncio-Pinto, M. P., Santos, J. L. F., & Troncon, L. E. A. (2019). Psychological stress in students from undergraduate courses in health professions: Contribution to promote mental health. Revista de Medicina, 98(2), 108-113. doi:10.11606/issn.1679-9836.v98i2p108-113

Oliveira, E. S., Silva, A. F. R., Silva, K. C. B., Moura, T. V. C., Araújo, A. L., & Silva, A. R. V. (2020). Stress and health risk behaviors among university students. Revista Brasileira de Enfermagem, 73(1), e20180035. doi:10.1590/0034-7167-2018-0035

Oliveira, J. T., & Bittencourt, Z. Z. L. C. (2015). Atividades extracurriculares e qualidade de vida de alunos de fonoaudiologia [Extra-curricular activities and quality of life of speech therapy’s students]. Serviço Social & Saúde, 13(1), 141-150. doi:10.20396/sss.v13i1.8634926

Padovani, R. C., Neufeld, C. B., Maltoni, J., Barbosa, L. N. F., Souza, W. F., Cavalcanti, H. A. F., & Lameu, J. N. (2014). Vulnerabilidade e bem-estar psicológicos do estudante universitário [Vulnerability and psychological well-being of college student]. Revista Brasileira de Terapias Cognitivas, 10(1), 2-10. doi:10.5935/1808-5687.20140002

Paiva, M. R. F., Parente, J. R. F., Brandão, I. R., & Queiroz, A. H. B. (2016). Metodologias ativas de ensino-aprendizagem: Revisão integrativa [Active teaching-learning methodologies: Integrative review]. SANARE: Revista de Políticas Públicas, 15(2), 145-153. Retrieved from https://sanare.emnuvens.com.br/sanare/article/view/1049

Quek, T. T., Tam, W. W., Tran, B. X., Zhang, M., Zhang, Z., Ho, C. S., & Ho, R. C. (2019). The global prevalence of anxiety among medical. International Journal of Environmental Research and Public Health, 16(15), 2735. doi:10.3390/ijerph16152735

Trigueros, R., Padilla, A., Aguilar-Parra, J. M., Lirola, M. J., García-Luengo, A. V., Rocamora-Pérez, P., & López-Liria, R. (2020). The influence of teachers on motivation and academic stress and their effect on the learning strategies of university students. International Journal of Environmental Research and Public Health, 17(23), 9089. doi:10.3390/ijerph17239089

Torres, L. M., & Brasil, V. S. (2009). Validação de um modelo de lealdade do estudante com base na qualidade do relacionamento [The validation of a student loyalty model based on relationship quality]. Revista de Administração FACES Journal, 8(3), 119-137. https://www.redalyc.org/pdf/1940/194016889009.pdf

Downloads

Published

2021-12-31

Issue

Vol. 31 (2021)

Section

School and Educational Psychology

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Regarding the availability of contents, Paideia adopts the Creative Commons License, CC-BY. With this licence anyone is allowed to copy and redistribute the material in any medium or format, as well as to remix, transform, and create from the material for any purpose, even commercial, giving the proper copyright credits to the journal, providing a link to the licence and indicating if changes have been made.

Partial reproduction of other publications

Quotations of more than 500 words, reproductions of one or more figures, tables or other illustrations must have written permission from the copyright holder of the original work for the reproduction specified in the Paidéia journal. Permission should be addressed to the author of the submitted manuscript. Secondarily obtained rights will not be transferred under any circumstance. 

How to Cite

Guedes-Granzotti, R. B., César, C. P. H. A. R., Ribeiro, V. V., Dornelas, R., Moreira, P. P., & Silva, K. da. (2021). Teaching methodology, stress and study and learning strategies: interrelationships among university students. Paidéia (Ribeirão Preto), 31, e3121. https://doi.org/10.1590/1982-4327e3121