DETERMINANTS OF PERCEIVED LEARNING IN HIGHER EDUCATION STUDENTS

Using a sample of 868 higher education students at the Polytechnic Institute of Viseu (Portugal), the authors examine the relationships between constructs like perceived learning, learning performance, student interest in their course and self-esteem. The data gathered reveals that student interest in their course influences perceived learning and learning performance, and that low self-esteem, namely feeling lonely at school, having friends who break off their friendship, and feeling sad because he/she has no one to talk to at school, negatively influences student interest in their course as well as learning performance.