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

Abstract

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.