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

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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)

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.

Suggested Citation

  • Zaira-Jazmín Zárate-Santana & María-Carmen Patino-Alonso & Ana-Belén Sánchez-García & Purificación Galindo-Villardón, 2021. "Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis," Sustainability, MDPI, vol. 13(2), pages 1-16, January.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:2:p:852-:d:481456
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    References listed on IDEAS

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    1. Leyla Angélica Sandoval Hamón & Ana Paula Martinho & M. Rosário Ramos & Cecilia Elizabeth Bayas Aldaz, 2020. "Do Spanish Students Become More Sustainable after the Implementation of Sustainable Practices by Universities?," Sustainability, MDPI, vol. 12(18), pages 1-21, September.
    2. Sílvia Albareda-Tiana & Esther García-González & Rocío Jiménez-Fontana & Carmen Solís-Espallargas, 2019. "Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities," Sustainability, MDPI, vol. 11(18), pages 1-19, September.
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    1. Nadeem Shafique Butt & Muhammad Abid Bashir & Sami Hamdan Alzahrani & Zohair Jamil Gazzaz & Ahmad Azam Malik, 2023. "Evaluation of Construct Validity and Reliability of the Arabic and English Versions of Biggs Study Process Scale Among Saudi University Students," SAGE Open, , vol. 13(2), pages 21582440231, June.
    2. Carolina Gonzálvez & Mariola Giménez-Miralles & María Vicent & Ricardo Sanmartín & María José Quiles & José Manuel García-Fernández, 2021. "School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature," Sustainability, MDPI, vol. 13(13), pages 1-12, July.
    3. Le Qin & Jie Lu & Ying Zhou & Tommy Tanu Wijaya & Yongxing Huang & Mohammad Fauziddin, 2022. "Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach," Sustainability, MDPI, vol. 14(20), pages 1-24, October.
    4. Tommy Tanu Wijaya & Imam Fitri Rahmadi & Siti Chotimah & Jailani Jailani & Dhoriva Urwatul Wutsqa, 2022. "A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being," IJERPH, MDPI, vol. 19(23), pages 1-19, December.

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