Abstract This study examines how learning beliefs and strategies—referred to as learning patterns—evolve among Ibero-American students during the first 2 years of university. It also explores the relationship between these patterns, academic stress, and performance. This study aims to shed light on these dynamics (beliefs and learning strategies) to address the persistently high rates of early university dropout in Ibero-America. The participants are 458 students enrolled in Educational Sciences programmes across eight different universities. The Inventory of Learning patterns of Students (ILS) was applied to identify learning patterns (Meaning Directed, Application Directed, Reproduction Directed, and Undirected or the combination between their components). The Academic Stress Questionnaire at University (CEAU) was used to measure stressors, R-CEA for reactions to stress, and A-CEA for coping strategies. Additionally, effort was identified with a Likert scale under the student’s perception, and academic performance was calculated based on grade point average. The results highlighted the notable advantages enjoyed by students with high level of self-regulation and academic stress coping strategies. Conversely, students who scored high on external regulation or lack regulation, who lacked effective coping strategies and exhibited certificate-oriented motivation, faced greater challenges in adapting to university and tended to perform less well academically. The study suggested how university teachers can help students with a lack of regulation or external regulation strategies to improve their academic performance and better cope with academic challenges, especially in cases with high levels of academic stress and difficulties in socio-emotional management, among others.
Antonio et al. (Mon,) studied this question.