The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university

Postareff, Liisa; Mattsson, Markus; Lindblom‐Ylänne, Sari; Hailikari, Telle

doi:10.1007/s10734-016-0096-7

Cited by 105 publications

(100 citation statements)

References 78 publications

(102 reference statements)

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“…Consistent with previous research (Trigwell et al, 2012;Postareff et al, 2016), positive emotions in learning are associated with personal growth and academic success, since knowledge and information learned are transformed into personal meaning that lead to change as a person. And, females seemed to experience more personal involvement in learning, rather than males.…”

Section: Resultssupporting

confidence: 85%

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University students’ conceptions of learning across multiple domains

2017

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2University students' conceptions of learning across multiple domains AbstractResearch on students' conceptions of learning is a growing and complex area of interest in the field of psychology of education. Even though much of the investigation addressed to explore conceptions of learning at the university level, still less research has considered how naïve (i.e.'learning as reduction of deficit knowledge through individual effort') and sophisticated (i.e. 'learning as opportunity and self-efficacy') conceptions of learning are related to personal and contextual factors. This research investigated how gender, academic area, and level of study influence university students' conceptions of learning. 346 university students participated in the study. They were either from humanities (240) or technical-scientific (106) areas of study and they were attending either a Bachelor (140) or Master's degree (206) course. Conceptions of learning were explored using a self-report instrument (LCQ: Learning Conceptions Questionnaire). A MANOVA revealed that females show conceptions of learning more related to social and motivational aspects of learning with a greater personal involvement, compared with males. No typical pattern of conceptions of learning was found for humanities students or for technicalscientific students. Increasing with the level of study, students showed both naïve and sophisticated conceptions of learning increased, since both 'learning as reduction of deficit knowledge through individual effort' and 'learning as opportunities and self-efficacy' were more likely. Implications of these results and future lines of research will be discussed.

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Section: Resultssupporting

confidence: 85%

“…In fact, considering that higher achievements are reached by females (see, ANVUR, 2013; Eurydice, 2010) those variables could be considered associated with positive academic outcomes (Postareff et al, 2016;Akin, 2010).…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

University students’ conceptions of learning across multiple domains

2017

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“…The methodological perspectives taken in these studies by using cluster analysis techniques or latent profile analysis are also important for theory development. It clearly shows a complementary picture when describing the quality and development of student learning patterns (Donche et al 2010;Fryer et al 2016;Postareff et al 2017;Vanthournout et al 2013).…”

Section: Directions For Future Learning Patterns Researchmentioning

confidence: 99%

“…Goetz et al 2016). Within this model, specific academic emotions such as anxiety, pride, joy, boredom, and anger are distinguished and interrelationships have been found with self-regulation (Pekrun 2006), learning strategies (Postareff et al 2017), and approaches to learning (Trigwell et al 2012).…”

Section: Motivation and Affectmentioning

confidence: 99%

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

2017

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The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section, new evidence on internal and external relationships of learning patterns is reviewed. Four themes are covered here: the dimensionality and the internal relationships of learning patterns and relationships of learning patterns with personal, contextual, and outcome variables. In the second section, new directions in learning patterns research are examined. These include studies on learning patterns in new international contexts and populations, longitudinal development of learning patterns over time, methodological advances in learning patterns research, and studies on fostering the quality of students' learning patterns. Next, relationships with adjacent theories on student learning are discussed, the learning patterns perspective is critically examined, and pathways are derived to move the model forward. Finally, future conceptual and methodological directions for learning patterns research are derived.

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“…There are three main approaches to students' learning which can be categorized as deep approach, surface approach, and organized studying [17]. Students adopting deep approach aim at understanding the content and use deep and metacognitive learning strategies such as critical thinking, planning, and monitoring to construct meaning in the study material [2].…”

Section: Motivated Self-regulation and Learning Strategiesmentioning

confidence: 99%

The role of academic emotions on medical and allied health students and #8217; motivated self-regulated learning strategies

Ngwira¹,

Gu²,

Mapoma³

et al. 2017

J Contemp Med Edu

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Objective: Academic emotions have been found to be important predictors of students' self-regulation. The goal of this study was to investigate the role of academic emotions on undergraduate students' self-regulation at a medical college in Malawi. Materials and Methods: 1 st year students (n = 205) from the college responded to two separate questionnaires assessing their emotions and motivated self-regulated learning (SRL) strategies employed in their classes of anatomy (n = 51), pharmacy (n = 44), medical laboratory science (n = 44), and physiotherapy (n = 66). Data were analyzed using IBM SPSS Statistics, version 20. Results: Students experienced hope (F [3, 201] = 3.05, P = 0.030) differently across the four programs. Female students reported high levels of anxiety (P < 0.05) and boredom (P < 0.05) than male students, while male students reported high levels of enjoyment (P < 0.001) and hope (P < 0.001) than their counterparts. Cognitive strategies were positively predicted by enjoyment (β = 0.42), hope (β = 0.34), anger (β = 0.18), and value (β = 0.61) while resource management was positively predicted by enjoyment (β = 0.56) and value (β = 0.46). Finally, task value was positively predicted by hope (β = 0.33) and enjoyment (β = 0.29), while expectancy was positively predicted by hope (β = 0.37). Conclusions: The study shows that class-related emotions and motivation have an influence on medical students' SRL. Therefore it is important to foster pleasant emotions, which trigger motivation for the betterment of students' self-regulation.

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The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university

Cited by 105 publications

References 78 publications

University students’ conceptions of learning across multiple domains

University students’ conceptions of learning across multiple domains

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

The role of academic emotions on medical and allied health students and #8217; motivated self-regulated learning strategies

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