The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Validating the Learning Strategies Scale Among Business and Management Students in the Semi-Presential University Context
Abstract
This research validates the University Learning Strategy Scale (EEA) used by Martins and Zerbini (2014), among Business and Management students of semi-presential courses. The sample had 350 observations obtained from students of a Higher Education Institution based in the State of São Paulo. Preliminary results showed that although the Learning Strategies Scale (LES) was developed and validated in a hybrid context application, in this research it was applied to the semi-present context and its results were satisfactory, presenting high internal consistency indices, with alphas of Cronbach's of (α = 0.94) for the general scale. Regarding the four dimensions, the result was also very close to the LES with 1) (α = 0.92) for the Cognitive Strategies construct, 2) (α = 0.77) for Emotion Control, 3) (α = 0.85) for Self-Regulatory Strategies and 4) (α = 0, 83) for Interpersonal Help. This scale shows evidence of instrument validity.
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“In agreement with the results of the current study, Candido et al. (2020), mentioned that cooperative learning is used in EMS because it results in team rewards when outcomes are met.”
From Exploration of curriculum changes in the learning and teaching methods of economic and management sciences (2025) · cites this paper as Candido et al. (2020)
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“Individual responsibility is also encouraged so that team members learn that they must be capable of fulfilling the assessment requirements without the aid of their team-mates.”
From Exploration of curriculum changes in the learning and teaching methods of economic and management sciences (2025) · cites this paper as Candido et al. (2020)
Citations
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Cited by
Mathebula, D., Nkondo, L. G., Dlamini, N. P., & Khumalo, P. N. (2025) · Journal of Education · doi:10.17159/2520-9868/i97a08 · Cited by 2
Metadata
- Authors
- Cândido, R. B., Yamamoto, I., & Zerbini, T.
- Affiliations
- Universidade Salvador (BR)
- Universidade de São Paulo (BR)
- Venue
- Advances in Educational Marketing, Administration, and Leadership
- Publisher
- IGI Global
- Published
- 2020
- Pages
- 219-231
- ISSN
- 2326-9022 (ISSN-L)
- 2326-9030
- OpenAlex
- W3011272846
- Cited by
- 4
- References
- 1
- Citations by year
- 2023: 3 · 2021: 1
- FWCI
- 5.73
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Advances in educational marketing, administration, and leadership book series (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Health Sciences › Nursing › Research and Theory › Health Education and Validation
- Keywords
- scale validation, business and management students, semi-presential education, hybrid learning, cognitive strategies, emotion control, self-regulation strategies, higher education
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