The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university

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Postareff , L , Mattsson , M , Lindblom-Ylanne , S & Hailikari , T 2017 , ' The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university ' , Higher Education , vol. 73 , no. 3 , pp. 441-457 . https://doi.org/10.1007/s10734-016-0096-7

Title: The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university
Author: Postareff, Liisa; Mattsson, Markus; Lindblom-Ylanne, Sari; Hailikari, Telle
Other contributor: University of Helsinki, Department of Education
University of Helsinki, The Centre for University Teaching and Learning (HYPE)
University of Helsinki, Department of Education
University of Helsinki, University of Helsinki






Date: 2017-03
Language: eng
Number of pages: 17
Belongs to series: Higher Education
ISSN: 0018-1560
DOI: https://doi.org/10.1007/s10734-016-0096-7
URI: http://hdl.handle.net/10138/308969
Abstract: The demands and pressures during the first study year at university are likely to arouse a variety of emotions among students. Nevertheless, there are very few studies on the role of emotions in successful studying during the transition phase. The present study adopts a person-oriented and mixed-method approach to explore, first, the emotions individual students experience during the first year at university. Hierarchical cluster analysis was used to group students (n = 43) on the basis of the emotions they described in an interview. Second, the study investigates how the students in the different clusters scored on approaches to learning (as measured on the Learn questionnaire) and how they succeeded (GPA) and progressed (earned credits per year) in their studies. Three emotion clusters were identified, which differed in terms of the deep and surface approaches to learning, study success and study progress: (1) quickly progressing successful students experiencing positive emotions, (2) quickly progressing successful students experiencing negative emotions and (3) slowly progressing students experiencing negative emotions. The results indicate that it is not enough to focus on supporting successful learning, but that attention should also be paid to promoting students' positive emotions and well-being at this time.
Subject: Academic emotions
University students
First-year students
Transition to university
QUALITATIVE CONTENT-ANALYSIS
ACADEMIC-ACHIEVEMENT
CLUSTER-ANALYSIS
DEFENSIVE PESSIMISM
HIGHER-EDUCATION
CORE AFFECT
STUDENTS
SELF
MOTIVATION
ENVIRONMENT
516 Educational sciences
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