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

Frontiers in Psychology

article

Fotios S. Milienos¹  Christos Rentzios²  Leen Catrysse³  David Gijbels³  Sofia Mastrokoukou⁴  Claudio Longobardi⁵  Evangelia Karagiannopoulou² 

[1] Panteion University;University of Ioannina;University of Antwerp;University of Milano Bicocca;University of Turin

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

DOI  :  10.3389/fpsyg.2021.627118

学科分类：社会科学、人文和艺术（综合）

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