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

The results showed four different -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

Fotios S. Milienos; Christos Rentzios; Leen Catrysse; David Gijbels; Sofia Mastrokoukou; Claudio Longobardi; Evangelia Karagiannopoulou


Scholarcy highlights

  • International studies focus on the successful transition into higher education, which is considered crucial for both the students and the educational institution
  • The Organization for Economic Co-operation and Development has reported that approximately one-third of students entering higher education will not graduate
  • A written informed consent in compliance with the ethical regulations and guidelines established by the Ethics Committee of the University of Ioannina was obtained from all participants prior to the administration of the questionnaires, the completion of which lasted ∼35 min on average
  • It is necessary to mention that some covariances between residual/error terms associated with indicators only from the same subscales, have been set not equal to zero
  • It can be seen that most of the indices are found in acceptable range of values because most of AGFI, Tucker-Lewis Index, Normed Fit Index, Goodness-of-Fit Index, and Comparative Fit Index are larger than 0.90, while Root Mean Square Error Approximation and SRMR are quite small
  • The study supports previous findings about adaptive and maladaptive profiles revealing the contribution of mental health variables in students’ learning, shows the role of procrastination as protective factor, raises the need for further exploration of the characteristics of poor achievers who appear emotionally adjusted with poor characteristics related to learning: self-efficacy, motivation, and self-regulation

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