From building knowledge to building stress: the role of learning profiles in amplifying tension
European Journal of Psychology of Education, vol.41, no.3, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 41 Issue: 3
- Publication Date: 2026
- Doi Number: 10.1007/s10212-026-01150-w
- Journal Name: European Journal of Psychology of Education
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Violence & Abuse Abstracts, DIALNET, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- Keywords: Cooperative learning, Knowledge building, Learning regulation, Tension
- Open Archive Collection: AVESIS Open Access Collection
- Yozgat Bozok University Affiliated: Yes
Abstract
University students face many sources of tension, such as exam pressure, heavy course load, economic difficulties, social adaptation problems, and anxiety about finding a job after graduation. In this process, students’ learning regulation strategies and academic engagement levels can play a determining role in how they manage the tension they experience and how this tension is reflected in their academic development. This study aims to identify higher education students’ learning regulation engagement profiles and examine the moderating effect of each profile on the relationship between tension and building. The study was conducted with 589 higher education students selected using convenience sampling. Mixture moderation analysis was used to determine the moderation effect of latent profiles. As a result of the study, three different learning regulation engagement profiles were identified, Independent Self-Regulators, Guided Independents and Collaborative Learners. The moderation analysis revealed significant effects of knowledge building on tension within Guided Independents profile, indicating that knowledge building significantly influences tension for this group. Characteristics of this profile are marked by the highest lack of regulation and the lowest inclination toward cooperative learning, highlighting the crucial role of learning regulation and engagement in reducing tension during the knowledge-building process.