Positive emotions, problem-based learning and the development of sustainable competencies in higher education statistics

Muerza, Victoria (Universidad de Zaragoza) ; Gargallo, Pilar (Universidad de Zaragoza) ; Salvador, Manuel (Universidad de Zaragoza) ; Turón, Alberto (Universidad de Zaragoza)

Resumen: In 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.

Idioma: Inglés

DOI: 10.3390/su18083728

Año: 2026

Publicado en: Sustainability (Switzerland) 18, 8 (2026), 3728 [34 pp.]
ISSN: 2071-1050

Financiación: info:eu-repo/grantAgreement/ES/DGA-FEDER/S35-23R
Financiación: info:eu-repo/grantAgreement/ES/DGA/S41-23R
Financiación: info:eu-repo/grantAgreement/ES/UZ/PI-DTOST-2022/2023- 719

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Métodos Cuant.Econ.Empres (Dpto. Economía Aplicada)