Complex thinking and learning styles. An approach from a mexican student population

Abstract

This article aims to present the results of a study to demonstrate the relationship between the development of complex thinking competencies and the types of learning in a sample population of Mexican students. Methodologically, quantitative descriptive analyses were performed on the means of the results, using two validated instruments to measure the perception of achievement of complex thinking and learning styles. As a result, we identified that it is possible to demonstrate a relationship in the profile proposed by Kolb for the groups of students in three of the four types of learning, showing a correlation with their results of complex thinking and its sub-competencies. Thus, the novelty of this article is based on the possibility of linking training in competencies with other psychoemotional elements and factors usually implicit in university training processes.