Grouping Learning Approaches and Emotional Factors to Predict Students' Academic Progress

Autor/inn/en	Karagiannopoulou, Evangelia; Milienos, Fotios S.; Rentzios, Christos
Titel	Grouping Learning Approaches and Emotional Factors to Predict Students' Academic Progress
Quelle	In: International Journal of School & Educational Psychology, 10 (2022) 2, S.258-275 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rentzios, Christos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1832941
Schlagwörter	Grouping (Instructional Purposes); Psychological Patterns; Prediction; Academic Achievement; Teaching Methods; Student Experience; Emotional Response; Profiles; Foreign Countries; Undergraduate Students; Greece + Suchen Sie Ihr Suchwort? Grouping; Gruppenbildung; Vorhersage; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Emotionales Verhalten; Charakterisierung; Profilanalyse; Ausland; Griechenland
Abstract	The present study investigates students' profiles taking into account of learning approaches and emotional variables along with the pace of study. The sample consists of 406 social science students (34.1% first-year, 27.6% second-year, 16.7% third-year and 21.6% are fourth-year students). They completed: (a) the Approaches to Learning and Studying Inventory (ALSI) (b) the Student Experience of Emotions Inventory (c) the Emotion Regulation Questionnaire (d) the Need for Cognition-short form and (e) the Sense of Coherence Scale. The pace of study was assessed by the courses they failed. The statistical analysis used CFA, Cluster Analysis, MANOVA, Discriminant analysis and the Decision tree model. The study suggests the contribution of Sense of Coherence and Need for Cognition to students learning and supports recent suggestions about the crucial role of trait characteristics and mental health in learning. The findings reveal four students' profiles: (a) surface-unorganized students (b) deep organized students (c) high dissonant students with a low sense of coherence and (d) moderate dissonant students with low need for cognition. In addition, first-year students are most likely to report increased level of failures. The findings are discussed in relation to recent literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01