Research on action–emotion style and study habits: Effects of individual differences on learning and academic performance of undergraduate students |
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| Authors: | Jesús De la Fuente Maria Cardelle-Elawar |
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| Institution: | aDepartment of Educational and Developmental Psychology, Faculty of Psychology, University of Almería, Carretera de Sacramento s/n, 04120 La Cañada de San Urbano (Almería), Spain;bCollege of Teacher Education and Leadership, Arizona State University, 4701 West Thunderbird Road, P.O. Box 37100, Phoenix, AZ 85061, USA |
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| Abstract: | The present study addresses two objectives regarding motivational and affective variables which affect undergraduate students' learning outcomes. In this investigation, we (1) built an empirical model based on the presage–process–product paradigm to clarify potential effects of study habits and of action–emotion style (a classification resulting from analyses of the components of the Type-A Behavior Pattern) on students' academic performance; and (2) evaluated relations of inter-dependence between levels of TABP components, study habits and undergraduate students' academic performance. We used two different samples of 360 and 409 university students from different programs at a university in southeastern Spain. Findings suggest that action–emotion style is a predictor for explaining students' individual differences in motivation and learning outcomes. The research results of this study, although exploratory in nature, are discussed with respect to implications at the research and practical level. |
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| Keywords: | Action– emotion style Study habits Academic performance Empirical model Higher education |
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