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Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

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  • Jesús de la Fuente

    (School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain
    School of Psychology, University of Almeria, 04120 Almeria, Spain)

  • Francisco Javier Peralta-Sánchez

    (School of Psychology, University of Almeria, 04120 Almeria, Spain)

  • José Manuel Martínez-Vicente

    (School of Psychology, University of Almeria, 04120 Almeria, Spain)

  • Flavia H. Santos

    (School of Psychology, University College of Dublin, Dublin, Ireland)

  • Salvatore Fadda

    (Health Prevention Service, University of Sassari, 07100 Sassari, Italy)

  • Martha Leticia Gaeta-González

    (School of Education, Autonomous Popular University of the State of Puebla (UPAEP), 72410 Puebla, Mexico)

Abstract

The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

Suggested Citation

  • Jesús de la Fuente & Francisco Javier Peralta-Sánchez & José Manuel Martínez-Vicente & Flavia H. Santos & Salvatore Fadda & Martha Leticia Gaeta-González, 2020. "Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?," Sustainability, MDPI, vol. 12(17), pages 1-23, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:17:p:6984-:d:404902
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    References listed on IDEAS

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    1. Beverly A. Browne & Dennis O. Kaldenberg & William G. Browne & Daniel J. Brown, 1998. "Student as Customer: Factors Affecting Satisfaction and Assessments of Institutional Quality," Journal of Marketing for Higher Education, Taylor & Francis Journals, vol. 8(3), pages 1-14, July.
    2. Andrew Denovan & Ann Macaskill, 2017. "Stress and Subjective Well-Being Among First Year UK Undergraduate Students," Journal of Happiness Studies, Springer, vol. 18(2), pages 505-525, April.
    3. Stefan Kulakow, 2020. "How autonomy support mediates the relationship between self-efficacy and approaches to learning," The Journal of Educational Research, Taylor & Francis Journals, vol. 113(1), pages 13-25, February.
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