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000171070 0247_ $$2doi$$a10.3390/su18083728
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000171070 037__ $$aART-2026-149149
000171070 041__ $$aeng
000171070 100__ $$0(orcid)0000-0002-2405-4375$$aMuerza, Victoria$$uUniversidad de Zaragoza
000171070 245__ $$aPositive emotions, problem-based learning and the development of sustainable competencies in higher education statistics
000171070 260__ $$c2026
000171070 5060_ $$aAccess copy available to the general public$$fUnrestricted
000171070 5203_ $$aIn social science degree programs, where Statistics is not a core subject, students often experience anxiety and negative attitudes that influence their engagement and may hinder academic performance. This study examines the role of positive emotions in the teaching of Probability Calculus and Inferential Statistics in Business Administration and Management studies, analyzing their relationship with students’ engagement in Problem-Based Learning (PBL). The research is framed as an exploratory single-campus case study conducted with a modestly sized sample of undergraduate students from a single Faculty. Moving beyond traditional approaches that view emotions merely as outcomes of learning, our model assumes that positive emotions, both prior to and following the PBL experience, shape students’ perceptions of its usefulness, their collaborative behaviors, and their communication with instructors. Using Structural Equation Modeling (SEM) and Cluster Analysis, the findings show that positive emotions are a key driver of students’ predisposition toward and engagement with PBL, indicating that cultivating a supportive emotional climate enhances participation and deepens the understanding of statistical concepts. These results suggest that fostering emotional engagement is essential not only for improving motivation and academic outcomes in Statistics but also for developing transversal and sustainability-related competencies such as critical thinking, collaboration, communication, and evidence-based decision-making. The study contributes to current discussions on sustainable and inclusive teaching practices by highlighting the importance of integrating socio-emotional dimensions into active learning methodologies in higher education.
000171070 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/S35-23R$$9info:eu-repo/grantAgreement/ES/DGA/S41-23R$$9info:eu-repo/grantAgreement/ES/UZ/PI-DTOST-2022/2023- 719
000171070 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000171070 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000171070 700__ $$0(orcid)0000-0003-1205-1756$$aGargallo, Pilar$$uUniversidad de Zaragoza
000171070 700__ $$0(orcid)0000-0002-5788-6661$$aSalvador, Manuel$$uUniversidad de Zaragoza
000171070 700__ $$0(orcid)0000-0002-8807-8958$$aTurón, Alberto$$uUniversidad de Zaragoza
000171070 7102_ $$14014$$2623$$aUniversidad de Zaragoza$$bDpto. Economía Aplicada$$cÁrea Métodos Cuant.Econ.Empres
000171070 773__ $$g18, 8 (2026), 3728 [34 pp.]$$pSustainability (Basel)$$tSustainability (Switzerland)$$x2071-1050
000171070 8564_ $$s1407930$$uhttps://zaguan.unizar.es/record/171070/files/texto_completo.pdf$$yVersión publicada
000171070 8564_ $$s2459116$$uhttps://zaguan.unizar.es/record/171070/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
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000171070 951__ $$a2026-05-05-13:37:06
000171070 980__ $$aARTICLE