Abstract
The present study investigates the level of learning-related emotions as well as to looks at the differences between female and male undergraduate health tack students for learning-related emotions levels. A self-reported measure of learning-related emotions was collected from 120 university students from East Saudi Arabia, which were selected by stratified random sampling. The results indicated that students’ having good feelings towards their learning at the university. When comparing students’ gender groups, the results also showed insignificant differences between males and females’ students on their emotions towards their learning at the university. Finally, the study provided recommendations for further research and educational practices.
Highlights
There are high expectations for higher education institutions generations to provide all sectors of labour market with quality (Mitsis & Foley, 2012)
The sample for this study consisted of a group of students who enrolled in the health track at the university
It can be concluded that Health track students enrolled in the preparatory program at the University of Dammam feel good towards their learning experience
Summary
There are high expectations for higher education institutions generations to provide all sectors of labour market with quality (Mitsis & Foley, 2012). Learning emotions are for example very influential in achieving success. Emotions guide students learning behaviors and well-being which impact their general learning experience by extension their success (Pekrun, Goetz, & Perry, 2005; Pekrun, Frenzel, & Thmoas, 2007). Learning emotions are the temporary affective states of individuals when taking part in the daily activities of teaching, learning and assessing that is related to the educational system. Despite, the importance of the previous studies and their contributions, there is still a lack in studies dedicated to student’s success in terms of learning related outcomes on the life of youth in the world (Putwain, Larkin, & Sander, 2013; Harmon-Jones, Cindy, Amodio, & Glabe,, European Journal of Teaching and Education ,2 (1): 51-54,2020
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