学习和心理健康变量在一年级学生概况中的作用。
The Contribution of Learning and Mental Health Variables in First-Year Students' Profiles.
作者信息
Milienos Fotios S, Rentzios Christos, Catrysse Leen, Gijbels David, Mastrokoukou Sofia, Longobardi Claudio, Karagiannopoulou Evangelia
机构信息
Panteion University, Athens, Greece.
University of Ioannina, Ioannina, Greece.
出版信息
Front Psychol. 2021 Apr 21;12:627118. doi: 10.3389/fpsyg.2021.627118. eCollection 2021.
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.
国际研究聚焦于向高等教育的成功过渡，在学生于高等教育中的学习与适应方面，这对学生和教育机构而言都被认为至关重要。本研究的目的是识别学生概况，其中包括学习的认知、元认知和动机方面，还有复原力、情绪失调和焦虑等方面。样本由316名希腊本科生组成（男性占18.7%，女性占81.3%）。结果显示了四种不同的（元）认知 - 情感学习者概况：情绪稳定且高度适应的学习者；情绪失调且有风险的学习者；情绪失调且高度适应的学习者；情绪稳定且有风险的学习者。情绪失调且有风险的学习者的平均绩点低于情绪稳定且高度适应的学习者、情绪失调且高度适应的学习者以及情绪稳定且有风险的学习者。
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