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

Frontiers in Psychology

Fotios S. Milienos¹  David Gijbels²  Leen Catrysse²  Christos Rentzios³  Evangelia Karagiannopoulou³  Sofia Mastrokoukou⁴  Claudio Longobardi⁵ 

[1] Panteion University, Athens, Greece;University of Antwerp, Antwerp, Belgium;University of Ioannina, Ioannina, Greece;University of Milano Bicocca, Milan, Italy;University of Turin, Turin, Italy;

关键词: self-regulation;    higher education;    achievement;    GPA;    student mental health;   

DOI  :  10.3389/fpsyg.2021.627118

来源: Frontiers

【 摘 要 】

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.

【 授权许可】

CC BY