READING COMPREHENSION, LEARNING STRATEGIES, AND INTELLECTUAL STYLES IN BRAZILIAN HIGHER EDUCATION

Abstract

Based on the Information Processing Theory and the Mental Self-Government Theory, this study aimed to evaluate reading comprehension, learning strategies, and intellectual styles in higher education. Three instruments were used: the Cloze Test, the Learning Strategies Assessment Scale (EAVAP-EM), and the Thinking Styles Inventory-Revised (TSI-R2). The research included the participation of 552 university students. The results placed the sample at the level of frustration about reading comprehension. Regarding learning strategies, the sample scored higher in the subscales of the absence of dysfunctional metacognitive strategies and metacognitive strategies. Regarding intellectual styles, the judicial and legislative styles predominated. Positive and negative correlations were found between the constructs. The results were problematized taking into account the literature in the area.