Evolution of learning patterns during the first years at university and their relationship with academic stress, effort, and performance
Bibliographic Data
| ID | 21490633 |
|---|---|
| Authors | Vega-Martínez Antonio (0000-0002-7885-7181, Universitat Autonòma de Barcelona), J Reinaldo Martínez-Fernández (0000-0002-1233-7386, Universitat Autonòma de Barcelona), Laura Betiana García-Ravidá (0000-0002-3404-2829, Universitat Autonòma de Barcelona, corresponding author), Carla Quesada-Pallares (0000-0002-5997-1536, Universitat Autonòma de Barcelona) |
| Year | 2026 |
| Volume | 41 |
| Issue | 2 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0256-2928 • E-ISSN: 1878-5174 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10212-026-01132-y |
| OpenAlex | W7163984632 |
| Language | EN |
| References cited | 45 |
This study examines how learning beliefs and strategies—referred to as learning patterns—evolve among Ibero-American students during the first 2 years of university. It also explores the relationship between these patterns, academic stress, and performance. This study aims to shed light on these dynamics (beliefs and learning strategies) to address the persistently high rates of early university dropout in Ibero-America. The participants are 458 students enrolled in Educational Sciences programmes across eight different universities. The Inventory of Learning patterns of Students (ILS) was applied to identify learning patterns (Meaning Directed, Application Directed, Reproduction Directed, and Undirected or the combination between their components). The Academic Stress Questionnaire at University (CEAU) was used to measure stressors, R-CEA for reactions to stress, and A-CEA for coping strategies. Additionally, effort was identified with a Likert scale under the student’s perception, and academic performance was calculated based on grade point average. The results highlighted the notable advantages enjoyed by students with high level of self-regulation and academic stress coping strategies. Conversely, students who scored high on external regulation or lack regulation, who lacked effective coping strategies and exhibited certificate-oriented motivation, faced greater challenges in adapting to university and tended to perform less well academically. The study suggested how university teachers can help students with a lack of regulation or external regulation strategies to improve their academic performance and better cope with academic challenges, especially in cases with high levels of academic stress and difficulties in socio-emotional management, among others
Academic achievement · Educational psychology · Higher education · Learning development · Likert scale · Psychology of learning · Educational Outcomes and Influences · Perfectionism, Procrastination, Anxiety Studies · Stress and Burnout Research
A Learning Patterns Perspective on Student Learning in Higher Education
Relations between student learning patterns and personal and contextual factors and academic performance
Patterns in Student Learning
Perspectiva de futuro, patrones de aprendizaje y rendimiento académico en estudiantes universitarios mexicanos
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Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study
Academic Stress, Academic Self-efficacy, and Psychological Distress
Self-regulated and externally regulated learning in adolescence
Academic self-efficacy, self-regulated learning and academic performance in first-year university students
The regulation of constructive learning processes
Learning styles and academic outcome
Dissonance in Student Learning Patterns
A cross-cultural analysis of the patterns of learning and academic performance of Spanish and Latin-American undergraduates
El modelo patrones de aprendizaje
| Citation velocity | historical |
|---|---|
| Highly cited | No |