Abstract The purpose of this study was to examine university students' learning profiles and their relationship to study-related burnout as well as study progression and study achievement. The participants in… Click to show full abstract
Abstract The purpose of this study was to examine university students' learning profiles and their relationship to study-related burnout as well as study progression and study achievement. The participants in the study were 339 first-year university students. Four clusters were found: Students applying a deep approach; Organised students; Students applying a surface approach; and Unorganised students applying a deep approach. The results show that students who apply a surface approach to learning in their studies are more likely suffer from study-related burnout, as students applying a deep approach experience less study-related burnout. In addition, unorganised students applying a deep approach also proceeded slower in their studies. The study suggests that students' study skills and their learning processes should be considered when considering study-related burnout in higher education.
               
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