ArticleBehavioral sciences (Basel, Switzerland)2025
Academic Emotions, Emotion Regulation, Academic Motivation, and Approaches to Learning: A Person-Centered Approach.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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9 citing papers in PubMed.
- The Relationship Between Social-Emotional Learning Skills and Learning Motivation Among University Students: Exploring the Roles of Emotional Intelligence and Emotion Regulation.Behavioral sciences (Basel, Switzerland) · 2026Article
- Emotional-Social Intelligence Profiles and Adaptive Professional Functioning Among Teachers: A Person-Centered Analysis of School Climate Perception and Conflict Handling.Journal of Intelligence · 2026Article
- Emotions Meet Reflexivity in Workplace Training: A Person-Centered Approach to Understanding Transfer of Learning.Behavioral sciences (Basel, Switzerland) · 2026Article
- Task complexity and AI dependency among college students: the mediating roles of cognitive load, future anxiety, and task motivation.BMC psychology · 2026Article
- Understanding the role of preservice teachers' attachment in shaping core self-evaluations: the mediating effect of academic emotions in teacher education contexts.Frontiers in psychology · 2026Article
- The association between academic emotions and self-efficacy among nursing undergraduates: a cross-sectional regression analysis.Frontiers in psychology · 2026Article
- The relationship between AI anxiety and academic motivation among university students: the mediating role of emotion regulation and the moderating role of gender.Frontiers in psychology · 2026Article
- Emotion regulation and perceptions of academic stress as key predictors of academic motivation in second language learning.PloS one · 2025Article
- Effect of Combined Regulatory Behavior Index (CRBI) on regulatory fatigue and behavioral adaptability (classical and reformulated) in the university context.Frontiers in psychology · 2025Article
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3 authors.
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Abstract
Contemporary educational literature suggests that academic emotions and emotion regulation should be explored in tandem, while academic motivation has been discussed both as a self-regulation metacognitive construct and as a construct inherently tied to motivation. The present study uses a person-centered approach to explore profiles of university students based on academic emotions, emotion regulation, academic self-regulation, and approaches to learning. In addition, the impact of students' profiles on academic performance (GPA) is investigated. The sample consists of 509 university students studying at a Greek university social science department. Cluster techniques and multivariate analysis of variance are used to identify the profiles and test for differences among them. Students were grouped in clusters that revealed both consistent and dissonant patterns of scores on the relevant variables. Analysis reveals three distinct profiles: (a) the "Anxious, effectively-engaged, and organized learners", (b) the "Deep, Happy, and intrinsically motivated learners" and (c) the "Disengaged, Bored, and Suppressing Learners". These profiles open new insights into educational literature, revealing links among learning, emotional, and motivational factors. Practical implications and directions for future research are discussed.
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