Exploring Academic Self-Concept, Learning Goal Orientation, and Years of Study as Predictors of University Students’ Affective Learning Outcomes
Bibliographic Data
| ID | 22047397 |
|---|---|
| Authors | Hermann Astleitner (0000-0002-2934-7126, University of Salzburg), Joerg Zumbach (0000-0002-5077-0623, University of Salzburg, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 7 |
| Pages | 1072 |
| Publication date | 2026-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16071072 |
| OpenAlex | W7167479330 |
| Language | EN |
| References cited | 74 |
Research on learning in higher education focuses heavily on cognitive factors and academic performance. However, affective learning outcomes are crucial for overcoming learning difficulties and for personal development. Consequently, this study explores which personal factors are associated with affective learning outcomes among university students. We consider academic self-concept, learning goal orientation, and years of study as personal factors, and politeness, trustworthiness, cooperation, support, and friendship as affective learning outcomes. We collected data from 200 university students who provided self-ratings on the study variables via an online survey. Correlation and multiple regression analyses revealed that academic self-concept was the most strongly related to affective learning outcomes. Unexpectedly, years of study did not show any significant effects. In our discussion, we address the theoretical, methodological, and practical challenges of research and development activities on affective learning in higher education
Academic achievement · Cognition · Cognitive style · Cooperative learning · Friendship · Higher education · Learning development · Regression analysis · Education, Achievement, and Giftedness · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)
Learning Styles and Learning Spaces
College students’ social media use and communication network heterogeneity
Exploratory factor analysis
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement
University Belonging, Friendship Quality, and Psychological Adjustment During the Transition to College
Linear regression and the normality assumption
A cognitive-affective system theory of personality
Statistical power analyses using G*Power 3.1
The Control-Value Theory of Achievement Emotions
Relationship between social support and positive mental health
What makes a collegial higher education student? How personality and goal orientations contribute to prosocial behavior
The association between social goals and academic variables in school
Affective Learning
Academic self-concept, achievement, and goal orientations in different learning environments
Development of emotion regulation across the first two years of college
A longitudinal study
The Structure of Academic Self-Concept
Dominance and Prestige as Self-Concept Facets
Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students
Collective Face, Politeness Strategies, and Discomfort
Friend or foe
Navigating the College Years
Self-esteem and interpersonal difficulties of college students
Social Skills and Life Satisfaction of Lithuanian First- and Senior-Year University Students
Early Adolescents' Achievement Goals, Social Status, and Attitudes Towards Cooperation with Peers
Friendship Networks and Achievement Goals
Do say “thank you”
Who is trustworthy? Predicting trustworthy intentions and behavior
Social
Framing student engagement in higher education
Friendship standards
Limited Learning on College Campuses
| Citation velocity | historical |
|---|---|
| Highly cited | No |