Grouping learning approaches and emotional factors to predict students’ academic progress

Milienos, Fotios S.; Rentzios, Christos

doi:10.1080/21683603.2020.1832941

Cited by 20 publications

(32 citation statements)

References 89 publications

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“…The two dissonant profiles (high on all scales and close to average on all scales) are similar to the profiles High Quantity and Average found in a study by Fryer and Vermunt (2018). Similarly, two dissonant profiles, high and moderate, were found in a study by Karagiannopoulou et al (2020). The profiles were represented differently in different disciplines (see Table 4).…”

Section: Learning Profiles In Different Disciplinessupporting

confidence: 80%

Detecting the Variability in Student Learning in Different Disciplines—A Person-Oriented Approach

Parpala

Mattsson

Herrmann

et al. 2021

Scandinavian Journal of Educational Research

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This paper examines disciplinary differences in the combinations of approaches to learning (i.e., learning profiles) among students, and how those combinations are related to academic achievement. In addition, the study focuses on how different learning profiles are related to students' self-efficacy beliefs in different disciplines. Data consist of HowULearn survey responses from 4,294 full-time students from six different disciplines. We used a person-oriented approach; that is, the latent profile analysis (LPA) with various functions. The results showed that it is possible to detect different learning profiles of students in different disciplines. The study highlights that students who struggle in almost every discipline have a dissonant learning profile or the deep unorganised profile. Therefore, special attention should be paid to identifying the students with dissonant learning profiles and to support them in recognising their own learning processes. Moreover, students' time and effort management skills should be fostered during university studies.

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Section: Learning Profiles In Different Disciplinessupporting

confidence: 80%

Detecting the Variability in Student Learning in Different Disciplines—A Person-Oriented Approach

Parpala

Mattsson

Herrmann

et al. 2021

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

show abstract

“…Overall, study's results are in line with contemporary research that underline the important role of more individual characteristics in students' learning (Karagiannopoulou et al, 2020;King & Gaerlan, 2014;Sander & de la Fuente, 2020). Adult attachment styles may function as internal motivators that influence goals and targets in one's life, going beyond important relationships (Blalock et al, 2015).…”

Section: Anxious Style and Learningsupporting

confidence: 84%

Rethinking Associations between Distal Factors and Learning: Attachment, Approaches to Learning and the Mediating Role of Academic Emotions

Rentzios¹

2021

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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.

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“…In summary, the two groups of students at risk, one comprising emotionally unstable students (2nd profile) and the other students with poor self-efficacy and ambivalence without any emotional setbacks (4th profile), shed light on previous findings reporting a defensive profile (Karagiannopoulou et al, 2019) and a relaxed profile (Karagiannopoulou et al, 2020), respectively. In the latter, identity issues may illuminate the rather vague picture of the emotionally stable/at risk students.…”

Section: Discussionmentioning

confidence: 65%

“…The sample consists of 316 undergraduates (18.7% males and 81.3% females) studying in the School of Social Sciences in the University of Ioannina, Greece. In Greece, the gender ratio in Schools of Social Sciences is overwhelmingly in favor of women (Eurostat, 2018;Karagiannopoulou et al, 2018Karagiannopoulou et al, , 2020. The students anonymously completed the questionnaires in their classes before or during the break of the lecture.…”

Section: Methods Participantsmentioning

confidence: 99%

The Contribution of Learning and Mental Health Variables in First-Year Students' Profiles

et al. 2021

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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.

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Grouping learning approaches and emotional factors to predict students’ academic progress

Cited by 20 publications

References 89 publications

Detecting the Variability in Student Learning in Different Disciplines—A Person-Oriented Approach

Detecting the Variability in Student Learning in Different Disciplines—A Person-Oriented Approach

Rethinking Associations between Distal Factors and Learning: Attachment, Approaches to Learning and the Mediating Role of Academic Emotions

The Contribution of Learning and Mental Health Variables in First-Year Students' Profiles

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