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<p>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.</p>

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From building knowledge to building stress: the role of learning profiles in amplifying tension

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月22日

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  • Fulya Barış Pekmezci,
  • Berna Yüner

摘要

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.