The “Bolonia” effect on the learning strategies of Psychology students at the University of La Laguna

Abstract

The present work aims to establish a comparison in the use of learning strategies between those students who studied psychology before the implementation of the Bologna Plan and those who have done it later following the Bologna Plan. A descriptive experimental study has been carried out with 2.051 students who were in 3rd (Four-years Bachelor) and 4th (Five-years Bachelor) year of Psychology. Cognitive strategies, control strategies in the study, learning styles and motivational strategies were evaluated. A t-Student mean difference test was applied for independent groups. The results show that students with the Bologna Plan use more reproductive and collaborative cognitive strategies, as well as a more superficial and theoretical learning style. Non-Bologna students opt for more productive cognitive strategies, search for alternatives, more autonomous and immersive style and greater use of motivational strategies of concentration and encouragement. Clear differences have been found in relation to the degree of autonomy, elaboration and deepening in the study and motivational habits. These data invite a reflection on the impact of the methodology proposed by the Bologna Plan, its implementation and the profile of the student and professional of Psychology.