Learning patterns, academic stress and performance in first year university students: An exploratory study

Abstract

In order to analyse early university dropout, this study aimed to analyse the relationship between learning styles, academic stress, effort and performance in the first year of university. A total of 146 students from the field of educational sciences participated in the study. A cross-sectional design based on questionnaires was followed. Learning styles that include self-regulation and deep processing strategies show a lesser relationship with academic stress. In contrast, significant relationships were found between more superficial approaches and stress factors, and more limited coping resources with lower academic performance. The importance of coping strategies and approaches to effort in relation to academic performance is apparent. It is concluded that students with a meaning-directed learning style of learning, the most self-regulated, seem to be more prepared for the demands and requirements of university methodology and coping with stress. In contrast, the undirected learning style seems to predict low performance, and is associated with most stressors, no coping strategies and, consequently, exhibiting all reactions. Taken as a whole, the results suggest designing training actions that favour the transition to university.