Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis

Zárate-Santana, Zaira-Jazmín; Patino-Alonso, María-Carmen; Sánchez-García, Ana-Belén; Galindo-Villardón, Purificación

doi:10.3390/su13020852

Open AccessArticle

Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis

by

Zaira-Jazmín Zárate-Santana

¹,

María-Carmen Patino-Alonso

²

,

Ana-Belén Sánchez-García

^3,*

and

Purificación Galindo-Villardón

¹

Department of Statistics, University of Salamanca, 37007 Salamanca, Spain

²

IGA Research Group, Department of Statistics, University of Salamanca, 37007 Salamanca, Spain

³

ID Research Group, Institute for Community Inclusion (INICO), University of Salamanca, 37005 Salamanca, Spain

^*

Author to whom correspondence should be addressed.

Sustainability 2021, 13(2), 852; https://doi.org/10.3390/su13020852

Submission received: 16 November 2020 / Revised: 10 January 2021 / Accepted: 13 January 2021 / Published: 16 January 2021

(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)

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Abstract

Learning approaches are factors that contribute to sustainability education. Academic stress negatively affects students’ performances in the context of sustainability teaching. This study analyzed how deep and surface approaches could be related to coping with academic stress and gender. An online survey was completed by 1012 university students. The relationship between gender, sources of stress and learning approaches was examined through a multivariate canonical correspondence analysis. Results showed differences in stress-coping strategies depending on the learning approach used. In both female and male students, academic stress was handled with a deep learning approach. The findings provide implications for professors and highlight the importance of variables such as deep learning and gender in the teaching and learning sustainability process.

Keywords: sustainability in higher education; learning approaches; coping with academic stress; gender differences; canonical correspondence analysis

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MDPI and ACS Style

Zárate-Santana, Z.-J.; Patino-Alonso, M.-C.; Sánchez-García, A.-B.; Galindo-Villardón, P. Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis. Sustainability 2021, 13, 852. https://doi.org/10.3390/su13020852

AMA Style

Zárate-Santana Z-J, Patino-Alonso M-C, Sánchez-García A-B, Galindo-Villardón P. Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis. Sustainability. 2021; 13(2):852. https://doi.org/10.3390/su13020852

Chicago/Turabian Style

Zárate-Santana, Zaira-Jazmín, María-Carmen Patino-Alonso, Ana-Belén Sánchez-García, and Purificación Galindo-Villardón. 2021. "Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis" Sustainability 13, no. 2: 852. https://doi.org/10.3390/su13020852

APA Style

Zárate-Santana, Z.-J., Patino-Alonso, M.-C., Sánchez-García, A.-B., & Galindo-Villardón, P. (2021). Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis. Sustainability, 13(2), 852. https://doi.org/10.3390/su13020852

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Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis

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