Cluster Profiles of University Students’ Conceptions of Learning According to Gender, Educational Level, and Academic Disciplines

A person-oriented approach was assumed to identify meaningful profiles of university students’ conceptions referred to cognitive and socio-cultural, affective/motivational, attributional/regulative components of learning. The three profiles emerged, “disengaged students”, “overwhelmed by emotions students”, and “helmsman students”, are discussed in terms of strengths and weaknesses of university students’ disposition and motivation to learn. Interactions between the profiles of university students’ conceptions of learning and gender, educational level, as well as academic disciplines are discussed