When learning is not enough: cognitive and emotional styles and failure rates in university students of the Bachelor's Degree in Nutrition at Grupo Colegio Mexiquense (2025)
Estilos cognitivos, emocionales y reprobación en estudiantes universitarios de la Licenciatura en Nutrición de Grupo Colegio Mexiquense (2025)
DOI:
https://doi.org/10.51896/rilco.v8i30.1260Keywords:
Learning styles, academic failure, cognitive factors, higher education, academic performanceAbstract
The objective of this study was to analyze the relationship between learning styles and academic failure in higher education students, as well as to identify the factors associated with low academic performance. A quantitative, non-experimental, cross-sectional, correlational design was applied, with a sample of 125 undergraduate students enrolled in the Nutrition program at a private university in the State of Mexico, selected through non-probabilistic convenience sampling. Data were collected using a structured instrument that assessed learning styles, sociodemographic variables, cognitive and socioemotional factors, and academic records. The results showed that learning styles do not present a statistically significant relationship with academic failure. In contrast, a relevant association was identified between academic failure and cognitive and socioemotional factors, such as attentional difficulties, self-regulation problems, academic stress, economic conditions, and study habits. These findings suggest that academic failure results from a complex interaction of multiple variables beyond learning preferences. It is concluded that educational strategies should prioritize the strengthening of cognitive functions, emotional support, and institutional adaptation in order to improve academic performance and promote student retention in higher education.
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