["European Journal of Education, Volume 61, Issue 2, June 2026. ", "\nABSTRACT\nMoods and the development of learning strategies are intrinsically linked due to the influence of emotional and cognitive factors. When students experience positive moods, such as joy, information processing and retention are facilitated, but negative moods, such as stress, anxiety or hostility, can interfere with concentration and academic performance. In this study, 270 university students participated, belonging to the Degrees of Early Childhood and Primary Education; 192 are female (71.1%) and 78 are male (28.9%), with a mean age of 19.64 years (SD = 2.287). The following instruments were used: Mood Rating Scale (EVEA) and the Cognitive Learning and Study Strategies Questionnaire (CECAE). The aim was to determine the effect of mood states on the timing and development of learning strategies, using a partial least squares model (PLS‐SEM), in order to facilitate the understanding of the theoretical framework. The results showed consistent values at each stage of learning strategy development. However, when examining the predictive value of mood states, the only significant values found were for the dimensions of joy (β = 0.277; t = 2.782; p < 0.001) and depression (β = −0.254; t = 2.334; p < 0.005), which explained a specific moment in the development of learning strategies. By understanding the influence of moods on the learning process, we can help students achieve their maximum academic and emotional potential.\n"]