Academic Emotions, Emotion Regulation, Academic Motivation, and Approaches to Learning: A Person-Centered Approach
Abstract
1. Introduction
1.1. Emotion Regulation
1.2. Academic Motivation
1.3. Academic Emotions
1.4. Student Approaches to Learning
1.5. Learning, Emotional, Motivational Factors and University Students’ Profiles
1.6. The Present Study
2. Methodology
2.1. Participants and Procedure
2.2. Instruments
2.2.1. Demographics
2.2.2. Academic Emotions
2.2.3. Approaches to Learning
2.2.4. Emotion Regulation
2.2.5. Academic Self-Regulation/Motivation
2.3. Statistical Analysis
3. Results
4. Discussion
4.1. “Anxious, Effectively-Engaged, and Organized Learners: Cluster 1”
4.2. “Deep, Happy, and Intrinsically Motivated Learners”: Cluster 2
4.3. “The Disengaged, Bored, and Suppressing Learners”: Cluster 3
4.4. Limitations and Future Research
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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N | Mean | Std. Dev. | Min | Max | |
---|---|---|---|---|---|
Enjoyment | 509 | 32.845 | 5.084 | 9.1 | 45.5 |
Anxiety | 508 | 28.597 | 7.265 | 10.091 | 50.455 |
Boredom | 509 | 25.49 | 8.861 | 10.091 | 50.455 |
Reappraisal * | 509 | −0.005 | 0.995 | −3.611 | 1.834 |
Suppression * | 509 | 0.009 | 0.999 | −1.839 | 2.873 |
External Reg | 509 | 2.248 | 0.804 | 1 | 5 |
Introjected | 509 | 2.499 | 0.908 | 1 | 5 |
Identified | 509 | 4.452 | 0.662 | 1 | 8 |
Intrinsic | 509 | 3.442 | 0.867 | 1 | 6 |
Deep | 508 | 3.855 | 0.535 | 1.75 | 5 |
Surface | 508 | 2.882 | 0.835 | 1 | 5 |
Organized | 508 | 3.605 | 0.871 | 1 | 5 |
GPA | 368 | 7.454 | 0.704 | 5.4 | 9.5 |
CFI | GFI | AGFI | NFI | TLI | RMSE (90% CI) | SRMR | |
---|---|---|---|---|---|---|---|
Enjoyment | 0.946 | 0.907 | 0.070 (0.054, 0.086) | 0.048 | |||
Anxiety | 0.952 | 0.930 | 0.054 (0.041, 0.068) | 0.038 | |||
Boredom | 0.968 | 0.953 | 0.073 (0.060, 0.086) | 0.028 | |||
Emotion Regulation | 0.972 | 0.973 | 0.952 | 0.961 | 0.050 (0.035, 0.065) | 0.036 | |
Academic Self-Regulation | 0.967 | 0.949 | 0.958 | 0.056 (0.048, 0.065) | 0.049 | ||
Approaches to Learning | 0.956 | 0.956 | 0.945 | 0.044 (0.035, 0.053) | 0.047 |
α | Enjoyment | Anxiety | Boredom | Reappraisal | Suppression | External_Reg | Introjected | Identified | Intrinsic | Deep | Surface | Organized | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Enjoyment | 0.79 | 1 | −0.310 ** | −0.562 ** | 0.245 ** | −0.118 ** | −0.275 ** | −0.043 | 0.600 ** | 0.623 ** | 0.575 ** | −0.336 ** | 0.356 ** |
Anxiety | 0.82 | 1 | 0.563 ** | −0.075 | 0.072 | 0.317 ** | 0.371 ** | −0.220 ** | −0.308 ** | −0.163 ** | 0.517 ** | −0.132 ** | |
Boredom_ | 0.92 | 1 | −0.147 ** | 0.050 | 0.327 ** | 0.181 ** | −0.465 ** | −0.492 ** | −0.372 ** | 0.490 ** | −0.400 ** | ||
Reappraisal | 0.80 | 1 | 0.000 | −0.113 ** | 0.034 | 0.211 ** | 0.236 ** | 0.303 ** | −0.107 * | 0.135 ** | |||
Suppression | 0.74 | 1 | 0.174 ** | 0.145 ** | −0.103 * | −0.037 | −0.007 | 0.057 | −0.076 | ||||
External_Reg | 0.79 | 1 | 0.512 ** | −0.337 ** | −0.318 ** | −0.204 ** | 0.251 ** | −0.148 ** | |||||
Introjected | 0.76 | 1 | −0.091 * | −0.147 ** | −0.018 | 0.185 ** | −0.022 | ||||||
Identified | 0.87 | 1 | 0.640 ** | 0.408 ** | −0.216 ** | 0.280 ** | |||||||
Intrinsic | 0.88 | 1 | 0.449 ** | −0.306 ** | 0.294 ** | ||||||||
Deep | 0.74 | 1 | −0.194 ** | 0.299 ** | |||||||||
Surface | 0.75 | 1 | −0.128 ** | ||||||||||
Organized | 0.82 | 1 |
Clusters | |||||
---|---|---|---|---|---|
1 (n = 117) | 2 (n = 260) | 3 (n = 132) | p-Value | Partial η2 | |
Enjoyment, mean | 32.946 | 35.253 | 28.013 | <0.001 1 | 0.349 |
Anxiety, mean | 33.508 | 24.769 | 31.807 | <0.001 1 | 0.298 |
Boredom, mean | 29.34 | 19.628 | 33.626 | <0.001 1 | 0.486 |
Reappraisal, mean 3 | 0.129 | 0.157 | −0.444 | <0.001 1 | 0.068 |
Suppression, mean 3 | −0.092 | −0.046 | 0.206 | <0.028 1 | 0.013 |
External_Reg, mean | 2.62 | 1.911 | 2.583 | <0.001 1 | 0.184 |
Introjected, mean | 3.209 | 2.197 | 2.464 | <0.001 1 | 0.198 |
Identified, mean | 4.628 | 4.694 | 3.82 | <0.001 1 | 0.321 |
Intrinsic, mean | 3.494 | 3.815 | 2.661 | <0.001 1 | 0.306 |
Deep, mean | 3.855 | 4.054 | 3.465 | <0.001 1 | 0.208 |
Surface, mean | 3.301 | 2.5 | 3.261 | <0.001 1 | 0.218 |
Organized, mean | 3.716 | 3.915 | 2.898 | <0.001 1 | 0.240 |
GPA, mean | 7.489 | 7.59 | 7.157 | <0.001 1 | 0.067 |
Age, mean | 19.513 | 19.969 | 19.848 | <0.032 1 | 0.013 |
Gender | |||||
Females, n (%) | 106 (24) | 231 (52.4) | 104 (23.6) | <0.008 2 | |
Males, n (%) | 11 (16.2) | 29 (42.6) | 28 (41.2) |
Stand. Canonical Discriminant Function Coefficients | Structure Matrix | |||
---|---|---|---|---|
Function | Function | |||
1 | 2 | 1 | 2 | |
Enjoyment | −0.130 | 0.039 | −0.534 | 0.300 |
Anxiety | 0.200 | 0.214 | 0.445 | 0.403 |
Boredom_ | 0.492 | 0.226 | 0.744 | 0.084 |
Reappraisal | −0.099 | 0.139 | −0.174 | 0.204 |
Suppression | 0.011 | −0.216 | 0.067 | −0.112 |
External_Reg | 0.205 | 0.131 | 0.340 | 0.224 |
Introjected | 0.131 | 0.593 | 0.203 | 0.585 |
Identified | −0.070 | 0.551 | −0.448 | 0.492 |
Intrinsic | −0.158 | 0.178 | −0.478 | 0.309 |
Deep | −0.211 | −0.062 | −0.379 | 0.200 |
Surface | 0.152 | 0.163 | 0.380 | 0.247 |
Organized | −0.301 | 0.315 | −0.388 | 0.317 |
Eigenvalue | 1.727 | 0.522 | ||
% Variance | 76.8 | 23.2 | ||
Functions at group centroids | ||||
Clusters | 1 | 2 | ||
1 | 0.667 | 1.263 | ||
2 | −1.220 | −0.216 | ||
3 | 1.817 | −0.701 | ||
Wilks’ Lambda | ||||
Test of functions | Wilks’ Lambda | Chi-square | df | p-value |
1 trough 2 | 0.241 | 709.505 | 24 | <0.001 |
2 | 0.657 | 209.490 | 11 | <0.001 |
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Rentzios, C.; Karagiannopoulou, E.; Ntritsos, G. Academic Emotions, Emotion Regulation, Academic Motivation, and Approaches to Learning: A Person-Centered Approach. Behav. Sci. 2025, 15, 900. https://doi.org/10.3390/bs15070900
Rentzios C, Karagiannopoulou E, Ntritsos G. Academic Emotions, Emotion Regulation, Academic Motivation, and Approaches to Learning: A Person-Centered Approach. Behavioral Sciences. 2025; 15(7):900. https://doi.org/10.3390/bs15070900
Chicago/Turabian StyleRentzios, Christos, Evangelia Karagiannopoulou, and Georgios Ntritsos. 2025. "Academic Emotions, Emotion Regulation, Academic Motivation, and Approaches to Learning: A Person-Centered Approach" Behavioral Sciences 15, no. 7: 900. https://doi.org/10.3390/bs15070900
APA StyleRentzios, C., Karagiannopoulou, E., & Ntritsos, G. (2025). Academic Emotions, Emotion Regulation, Academic Motivation, and Approaches to Learning: A Person-Centered Approach. Behavioral Sciences, 15(7), 900. https://doi.org/10.3390/bs15070900