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

Zaira-Jazmín Zárate-Santana, María-Carmen Patino-Alonso, Ana-Belén Sánchez-García and Purificación Galindo-Villardón
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Zaira-Jazmín Zárate-Santana: Department of Statistics, University of Salamanca, 37007 Salamanca, Spain
María-Carmen Patino-Alonso: IGA Research Group, Department of Statistics, University of Salamanca, 37007 Salamanca, Spain
Ana-Belén Sánchez-García: ID Research Group, Institute for Community Inclusion (INICO), University of Salamanca, 37005 Salamanca, Spain
Purificación Galindo-Villardón: Department of Statistics, University of Salamanca, 37007 Salamanca, Spain

Sustainability, 2021, vol. 13, issue 2, 1-16

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 (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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