期刊名称：Electronic Journal of Research in Educational Psychology
电子版ISSN：1696-2095
出版年度：2017
卷号：15
期号：1
页码：126-146
DOI：10.14204/ejrep.41.16049
出版社：University of Almeria
摘要：Introduction. The low productivity that prevailing in recent years in Higher Education requiresurgently institutional responses aimed to improving quality of university educationcontributing to the development among students of key competences for lifelong learning. Inthis sense, the aim of this research was to explore the effects of an intervention program,based on service-learning and peer mentoring methodologies, to enhance social skills and thelearn to learn skill of university students.Method. The sample was composed of 78 university students of 5 degrees related to theteaching profession of the University of Huelva (Spain). The methodological design adoptedwas quasi-experimental pretest-posttest, using standardized tests to evaluate the dependentvariables. The intervention consisted of 481 mentoring sessions, 423 individual and 58 ingroup, among the university students, as mentors, previously trained in 3 sessions of training,and students in Compulsory Education. These sessions spread throughout the second and thirdquarters of the school year 2013/2014 during out of school time, a weekly mentoring sessionamong the couple of mentors with their mentee lasted for 90 minutes each.Results. The results show statistically significant differences in favour of the posttest phase insocial skills and strategies for learning and motivation of the participants.Discussion and Conclusion. These results agree largely whit the empirical evidences fromspecialized literature show when service-learning and peer mentoring methodology are usedas the basis for an intervention program.
关键词：motivation; learning strategies; social skills; competency; service learning.
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