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International studies focus on the successful transition into higher education, which is considered crucial for both the students and the educational institution in the context of students' learning and adjustment in higher education. The aim of the current study was to identify student profiles that include cognitive, metacognitive, and motivational aspects of learning, but also aspects of resilience, emotion dysregulation, and anxiety. The sample consists of 316 Greek undergraduate students (18.7% males and 81.3% females). The results showed four different (meta)-cognitive-emotional learner profiles: the emotionally stable and highly adaptive learner; the emotionally dysregulated and at risk learner; the emotionally dysregulated and highly adaptive learner; the emotionally stable and at risk learner. Emotionally dysregulated and at risk learner has a lower GPA than the emotional stable and highly adaptive learner, the emotionally dysregulated and highly adaptive learner and the emotionally stable and at risk learner.

The present study belongs to a new strand of research in learning in higher education focusing on distal and emotional factors that contribute to learning. The purpose of the study was to explore the mediating role of academic emotions in the relationship between adult attachment styles and approaches to learning. The sample consists of 527 Greek university students (72 were men and 455 were women) attending a fourth-year full degree program. They completed the following questionnaires: The Experiences in Close Relationships-Relationship Structure Questionnaire, the Achievement Emotions Questionnaire, and the Approaches to Learning and Studying Inventory. Results revealed the mediating role of academic emotions in the relationship between both types of attachment and approaches to learning. Avoidant and anxious individuals seem to keep the same pattern of behavior in their studying as they do in their interpersonal relationships. It is suggested that attachment can function as an innate emotion regulation system that modulates students' emotions. Findings are discussed in the context of recent literature. Future implications for higher education students regarding close relationships are also discussed.

The present study belongs to a new strand of research in learning in higher education focusing on emotions and emotion regulation, including defense mechanisms. The purpose of the study was to investigate the mediating role of implicit and explicit emotion regulation in the relationship between academic emotions and approaches to learning. Participants were composed of 226 undergraduates (40 males and 186 females studying in a social science department). They completed the following questionnaires: Emotion Regulation Questionnaire, Student Experience of Emotions Inventory, Defense Style Questionnaire, and Approaches to Learning and Studying Inventory. Both the moderating (interaction) and the mediational (indirect) effects were examined using the PROCESS program. Results failed to indicate the moderating role of emotion regulation in the association between academic emotions and approaches to learning. Instead, results revealed the dominant mediating role of emotion regulation and particularly the role of immature defense style in the relationship between negative emotions and approaches to learning. Moreover, reappraisal and suppression seemed to act as mediators in the relationship between positive and negative emotions with deep and surface approaches, respectively. The results of the study are discussed in the context of the recent literature. Implications for higher-education institutions regarding the role of unconscious cognitive processes are also discussed.