UNDERGRADUATES' AFFECTIVE-LEARNING PROFILES: THEIR EFFECTS ON ACADEMIC EMOTIONS AND ACADEMIC ACHIEVEMENT

Spiridon Kamtsios & Evangelia Karagiannopoulou
The present study investigated students’ learning profiles taking account of two variables that relate to stress and coping in academic situations, namely test anxiety and academic hardiness, along with approaches to learning. The study explored differences in learning outcomes such as academic emotions and academic achievement among student profiles. The sample comprised 210 undergraduates. Students completed the Approaches to Learning and Studying Inventory (ALSI), the Revised Academic Hardiness Scale (RAHS), the Test Anxiety Inventory (TAI)...
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