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Analysis of institutional authors

Garcia, EAuthor

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Innovative methodology at the university. Its effects on learning processes of university students.

Publicated to:Anales De Psicologia. 31 (3): 901-915 - 2015-10-01 31(3), DOI: 10.6018/analesps.32.1.179871

Authors: Gargallo, B; Morera, I; García, E

Affiliations

Univ Politecn Valencia, Dept Quim - Author
Univ Valencia, Dept Metodos Invest & Diag Educ - Author
Univ Valencia, Dept Teoria Educ - Author

Abstract

We wanted to assess the impact of learning-centered methodology on learning strategies and learning approaches of a students' group of Chemistry. They were first year engineering students from the Polytechnic University of Valencia. We used a pre-experimental design with pretest and posttest measures by means of the CEVEAPEU and CPE questionnaires. The sample consisted of 20 students. The teaching methods included expositive methodology, questions, problem solving, development of a monograph, presentations, laboratory practices, team work, tutoring in the classroom and an evaluation system that made use of training procedures that returned feedback to students (two diagnostic tests, assessment of solved problems, self-assessment using the e-learning platform of the university, oral assessment in class, written tests, etc..). Significant improvements in learning strategies scores in the posttest and increasing in deep approach were found.

Keywords

Aprendizaje auto-rreguladoCollegeConceptionsEnfoques de aprendizajeEstrategias de aprendizajeEstudiantes de primer cursoFacultyFreshmenLearner-centered methodologyLearning approachesLearning strategiesMetodología centrada en el aprendizajeMotivationPerformanceSelf-regulated learnerSelf-regulated learning

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Anales De Psicologia due to its progression and the good impact it has achieved in recent years, according to the agency Dialnet (Dialnet Métricas). In the year of publication of the work, 2015, thus managing to position itself as a Q1 (Primer Cuartil).

Notably, the journal is positioned in the Quartile Q4 for the agency WoS (JCR), in the category Psychology, Multidisciplinary, in the Quartile Q3 for the agency Scopus (SJR), in the category Psychology (Miscellaneous), classified as C by the agency AGUAR.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2025-07-01:

  • WoS: 19

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-07-01:

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

    It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

    • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
    • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: http://hdl.handle.net/10251/66171

    Leadership analysis of institutional authors

    There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: Last Author (Félix García, Eloína).