Analysis of the necessary conditions of mood states for the development of learning strategies in university students
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Abstract
Moods, unlike emotions, are more enduring, diffuse, and lack a specific stimulus, modulating the degree of application of cognitive learning strategies. This research aims to analyse the interaction between mood states and learning strategies from the necessary conditions analytic perspective, differentiating this approach from traditional probabilistic models. A total of 270 university students enrolled in the Primary Education Degree programs at the University of Jaén (Andalusia, Spain) participated in the study. Accessibility and convenience sampling was carried out. The Mood Rating Scale and the Cognitive Strategies for Learning and Study Questionnaire were used. The results showed that the dimensions of learning strategies interact variably with specific mood states, such as joy, hostility, anxiety, and depression. From the logic of necessity, certain strategies are essential to achieve moderate levels of mood states such as joy, while other strategies, such as depressive mood, reveal the inherent complexity of the concept. In parallel, the sufficiency-based approach highlights how positive states facilitate the selection of the process, while the depressive state limits its effectiveness, reaffirming the differential value. We conclude by highlighting the importance of the necessary conditions analytic in identifying those mood states whose influence determines the development of learning strategies.
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