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.