Early predictors of first-year academic success at university: pre-university effort, pre-university self-efficacy, and pre-university reasons for attending university (original) (raw)
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Academic self-efficacy and first year college student performance and adjustment
Journal of Educational Psychology, 2001
A longitudinal study of lst-year university student adjustment examined the effects of academic self-efficacy and optimism on students' academic performance, stress, health, and commitment to remain in school. Predictor variables (high school grade-point average, academic self-efficacy, and optimism) and moderator variables (academic expectations and self-perceived coping ability) were measured at the end of the first academic quarter and were related to classroom performance, personal adjustment, stress, and health, measured at the end of the school year. Academic self-efficacy and optimism were strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health, and overall satisfaction and commitment to remain in school. Observed relationships corresponded closely to the hypothesized model. 95064. Electronic mail may be sent to mchemers@zzyx.ucsc.edu. central determinant of the success of high school to university transitions.
2014
In present study we investigated the relationship between Firs- Year Academic-Selfefficacy, Academic Motivation and student satisfaction with college environment to provide a model for improving first year college student adjustment to college.From among statistical population of 4585 bachelor first year student,357 person were determined as the sample of study by random selection.Three standard questionnaire were used for collection of data for this study, namely academic self-efficacy (Owen&Forman,1988), academic motivation(Vallerand et al.1993) and student satistaction (Laurie A.Schreiner& et al.1994). Structural equation modeling was employed using Amos version7.16 to test the adequacy of the hypothesized model. Inclusion of additional relationship in the initial model improved the goodness indices considerably (RMEA=0.098, IFI=0.92, CFI=0.92). The results suggest that academic self-efficacy were related positively to adjustment , both directly and indirectly through student satisfaction and academic motivation (B=0.9, r=0.01).The results indicate a need to develop programs that effectively promote the academic self-efficacy of first year university students to maximize their adjustment.
Higher Education Quarterly, 2021
Transition into higher education (HE) has received increased interest in recent years, since it represents a challenging period for students. The aim of this study was to further understand the associations between self-efficacy, academic achievements, and regulation in first-year university students during their transition into HE. The convenience sample consisted of 374 first-year university students (230 females, 61.5%), aged from 18 to 33 (M = 19.86, SD = 1.51) and recruited from an Italian university. Self-efficacy was assessed using the Motivated Strategies for Learning Questionnaire; regulation strategies were assessed with the Inventory of Learning Patterns of Students; and a self-reported grade point average was taken as an indicator of each student's academic performance. Result shows that students' self-efficacy was positively associated with self-regulation and negatively associated with a lack of regulation. Students with higher self-efficacy and self-regulation strategies had better academic performance. Female students performed better in academic activities and adopted more external regulation strategies. The findings represent an opportunity for university institutions to consider the interventions they provide to first-year students in order to facilitate the successful transition from secondary school; they also provide researchers with further knowledge about the effect of self-efficacy, and regulation strategies on students' adjustment to HE.
Achievement among first-year university students: An integrated and contextualised approach
2013
This paper presents a prospective study aimed at identifying the predictors of academic achievement among first-year university students. It tries to develop an inclusive view of academic achievement by taking into account the possible differential impact of several predictors in two different faculties of the university. Some 317 university students from the two faculties (science and physical education), who were in their first year at university, participated in the study. During the academic year, these students completed a questionnaire. The outcome variable was their average academic mark at the end of the year. Multiple regression analyses were performed to identify the most powerful predictors of achievement. The results showed that past school failure, parental education and selfefficacy beliefs predicted achievement in both programs. Age, secondary-school specialisation, reasons for choosing the program, deep processing, time spent studying and intention to persist have also been highlighted as significant predictors of success, but only in one of the two faculties. Self-efficacy was the most powerful predictor of achievement in physical education courses, whereas intention to persist was the most powerful predictor in science. These results show the importance of adopting an integrated and contextualised approach to exploring the predictors of academic achievement at university.
This qualitative study investigated the intrapersonal and environmental factors that affect the development of academic self-efficacy in freshman college students in an ethnically diverse, comprehensive, public institution in the western United States. Utilizing Bandura's (1997) model as a conceptual framework, findings from thematic analysis of focus groups employing 146 participants are presented. Results revealed three primary environmental factors nested within Bandura's (1997) model: family/home environment, peer environment, and academic environment. Similarly, results demonstrating intrapersonal factors found themes of student resiliency to affect academic self-efficacy. Descriptions of how factors reported by Bandura (1997) function within the intrapersonal and environmental framework are offered. Korgan, C., Durdella, N., & Stevens, M.. (2013). The development of academic self-efficacy among first-year college students in a comprehensive public university. Higher Education in Review, 10, 11-37.
Annals of Psychology, 2024
Higher education can be hugely transformative for students and has an important role in empowering human capital, innovation, and society’s social, cultural, and environmental development. The expansion of higher education has promoted access for a more heterogeneous mix of students, but ensuring access does not guarantee academic success. This paper aims to analyse predictors of academic achievement in 447 first-year students in their 1st and 2nd semesters, considering variables including sex, age, parents’ educational level and grades on entering higher education, along with levels of students’ academic engagement and self-efficacy after some weeks at university. Results show statistically significant paths for sex, age, and GPA to 1st-semester achievement, for parent’s educational levels to perceived self-efficacy, for students’ academic engagement to 1st-semester achievement, and 1st-semester achievement to 2nd-semester achievement. Students’ academic engagement also had an indirect effect on the 2nd-semester achievement. The correlation between academic engagement and self-efficacy was positive, strong, and statistically significant. The model explained 35.2% of the variance in 2nd-semester achievement and 15.0% of the variance in 1st-semester achievement. Knowledge about predictors of academic achievement and the importance of engagement and self-efficacy will support timely interventions, promoting success and preventing failure and dropout.