Estilos de aprendizaje, perfiles de formación académica y nivel de estudio de estudiantes universitarios argentinos Learning styles, academic profiles and level of study of Argentinean students at University

The aim of this study was to compare learning styles of Argentinean university students by field episte mic and academic cycle. We applied the Index of Learning Styles® to 212 undergraduate students at the Rosario National University (Argentina): 107 students of engineering and 105 students of psychology. The format work was individual, anonymous and self-administered on paper. Results confirm the existence of cognitive preferences relatively stable of students and it show that type of discipline and level of study are factors that affect the variability of styles. Hence, learning styles of students showed a greater degree of consolidation at the intradisciplinar level and greater differentiation at the interdisciplinar level in the upper levels of training. We propose that the identification of these typically cognitive patterns allow the design of teaching strategies that encourage and facilitate academic literacy.