APPROACHES TO LEARNING DEMOSTRATED BY PSYCHOLOGY AND ACCOUNTING AND BUSINESS MANAGEMENT ~1 STUDENTS

摘要

This research's objective was to detect the differences in the learning approach of Psychology students, and Public Accountability and Administration students. The design was non-experimental and descriptive. The Biggs, Kember and Leung's Questionnaire of Study Processes (2001) was applied to a convenience sample of 213 students: 100 of Psychology, and 113 of Public Accountability and Administration. The students from both majors showed a preference for a serious approach towards learning and deep motives. Superficial strategies were preferred by Public Accountability and Administration students; and deep strategies, by Psychology students, although the difference in the latter was not significant. The preference of Public Accountability and Administration students for a deep approach was surprising because previous studies consistently show a superficial approach. It was also interesting that these students showed a tendency towards superficial strategies. Results are discussed based on previous studies and theoretical aspects, with the suggestion of further research under this perspective.