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

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-11-13 DOI:10.1080/21683603.2020.1832941

E. Karagiannopoulou, F. S. Milienos, Christos Rentzios

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引用次数: 14

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.

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分组学习方法与情绪因素预测学生学业进展

摘要本研究调查了学生的概况，考虑了学习方法和情绪变量以及学习节奏。样本包括406名社会科学学生（一年级34.1%，二年级27.6%，三年级16.7%，四年级21.6%）。他们完成了：（a）学习和学习方法量表（ALSI）（b）学生情绪体验量表（c）情绪调节问卷（d）认知需求简表和（e）连贯感量表。学习进度是根据他们不及格的课程来评定的。统计分析采用了CFA、聚类分析、MANOVA、判别分析和决策树模型。该研究表明了连贯感和认知需求对学生学习的贡献，并支持了最近关于特质特征和心理健康在学习中的关键作用的建议。研究结果揭示了四个学生的特点：（a）表面无组织的学生（b）深层组织的学生，（c）连贯感低的高度不和谐学生和（d）认知需求低的中度不和谐学生。此外，一年级学生最有可能报告失败的程度增加。这些发现与最近的文献有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.