Self-regulated learning, motivation and emotions towards university study. A latent class approach

Students' attitudes, motivations and emotions towards university study have a great in uence on their university careers. In this work, we use a latent class factor analysis approach to reveal the underlying latent factors which summarise a series of items investigating students' positions in three domains: self-regulated learning, motivation, and emotions towards university study. Data come from a CAWI survey conducted in 2012 on a cohort of students enrolled in academic year 2006-07 at University of Padova, a large public university in north-east Italy. Results show that the underlying latent factors are in line with related psychological literature.