## Resumen

The objective of the study was to demonstrate in a structural model, the effect of strategic learning on scientific knowledge, mediated by social learning. Its design was quasi-experimental, using valid (construct and discriminant) and reliable (Alpha and Omega coefficients) questionnaires. For the construct, the exploratory factor analysis identified factors and the confirmatory factor analysis found robust indicators. For hypothesis testing, three models were used: The first, a multiple regression equation showing that 79% of scientific knowledge was the effect of statistically significant strategic and social learning knowledge; the second corroborated the previous one by means of route analysis and robust indicators with absolute adjustment RMR average 0.079, average incremental adjustment 0.983 for GFI, AGFI, NFI and parsimony 0.859; the third, ratifying the previous ones, using the simple Hayes mediational model, which determined a standardized indirect effect of 0.4289, statistically significant and defined by limits (ranges of 0.3419 and 0.5147), with a total effect of 0.7915, statistically significant and computed using 10 000 bootstrap. The results showed that strategic and social learning have a direct effect on scientific knowledge.

Título traducido de la contribución | STRATEGIC LEARNING IN SCIENTIFIC KNOWLEDGE MEDIATED BY SOCIAL LEARNING |
---|---|

Idioma original | Español |

Páginas (desde-hasta) | 228-236 |

Número de páginas | 9 |

Publicación | Universidad y Sociedad |

Volumen | 14 |

N.º | 2 |

Estado | Publicada - 1 feb. 2022 |

## Palabras clave

- Metacognition
- Multivariate analysis
- Path analysis
- Scientific knowledge
- Social learning
- Strategic learning
- Structural equation modeling