Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/82986 |
Resumo: | Transition to higher education is increasingly becoming a common stage in young adulthood, which highlights the importance of studying what could contribute for a better adaptation to higher education. The aim of this study was to explore the relationship between academic expectations, self-efficacy, and adaptation to higher education during the first two years of college (i.e., the first two years of a higher education degree). Portuguese college students participated in a longitudinal data collection resorting to the Academic Expectations Questionnaire (T1 and T3), the Self-Efficacy in Higher Education Scale (T2 and T3), and the Questionnaire for Higher Education Adaptation (T2 and T3). Structural equation modeling analysis was conducted to test a model correlating academic expectations, self-efficacy, and adaptation, as well as a mediation model where a full mediation of self-efficacy was observed between the relationship between academic expectations and higher education expectations. This study delivers a unique longitudinal view on the experience of the first two years of college, showing a significant role of expectations and self-efficacy in order to achieve a better adaptation process. Results are useful for institutions to adapt the way they present themselves and manage students’ expectations. |
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Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher educationAcademic expectationsSelf-efficacyHigher education adaptationstructural equation modellingSocial SciencesTransition to higher education is increasingly becoming a common stage in young adulthood, which highlights the importance of studying what could contribute for a better adaptation to higher education. The aim of this study was to explore the relationship between academic expectations, self-efficacy, and adaptation to higher education during the first two years of college (i.e., the first two years of a higher education degree). Portuguese college students participated in a longitudinal data collection resorting to the Academic Expectations Questionnaire (T1 and T3), the Self-Efficacy in Higher Education Scale (T2 and T3), and the Questionnaire for Higher Education Adaptation (T2 and T3). Structural equation modeling analysis was conducted to test a model correlating academic expectations, self-efficacy, and adaptation, as well as a mediation model where a full mediation of self-efficacy was observed between the relationship between academic expectations and higher education expectations. This study delivers a unique longitudinal view on the experience of the first two years of college, showing a significant role of expectations and self-efficacy in order to achieve a better adaptation process. Results are useful for institutions to adapt the way they present themselves and manage students’ expectations.This research was funded by the Portuguese National Funding Agency for Science, Research and Technology (FCT), under CIE—ISPA projects UIDP/04853/2020 and UIDB/04853/2020, through national funds of FCT/MCTES-PT.Multidisciplinary Digital Publishing Institute (MDPI)Universidade do MinhoCampos, MafaldaPeixoto, FranciscoBártolo-Ribeiro, RuiAlmeida, Leandro S.2022-09-282022-09-28T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/82986engCampos, M.; Peixoto, F.; Bártolo-Ribeiro, R.; Almeida, L.S. Adapting as I Go: An Analysis of the Relationship between Academic Expectations, Self-Efficacy, and Adaptation to Higher Education. Educ. Sci. 2022, 12, 658. https://doi.org/10.3390/educsci121006582227-710210.3390/educsci12100658658https://www.mdpi.com/2227-7102/12/10/658info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:36:02Zoai:repositorium.sdum.uminho.pt:1822/82986Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:32:00.794775Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education |
title |
Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education |
spellingShingle |
Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education Campos, Mafalda Academic expectations Self-efficacy Higher education adaptation structural equation modelling Social Sciences |
title_short |
Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education |
title_full |
Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education |
title_fullStr |
Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education |
title_full_unstemmed |
Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education |
title_sort |
Adapting as I go: an analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher education |
author |
Campos, Mafalda |
author_facet |
Campos, Mafalda Peixoto, Francisco Bártolo-Ribeiro, Rui Almeida, Leandro S. |
author_role |
author |
author2 |
Peixoto, Francisco Bártolo-Ribeiro, Rui Almeida, Leandro S. |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Campos, Mafalda Peixoto, Francisco Bártolo-Ribeiro, Rui Almeida, Leandro S. |
dc.subject.por.fl_str_mv |
Academic expectations Self-efficacy Higher education adaptation structural equation modelling Social Sciences |
topic |
Academic expectations Self-efficacy Higher education adaptation structural equation modelling Social Sciences |
description |
Transition to higher education is increasingly becoming a common stage in young adulthood, which highlights the importance of studying what could contribute for a better adaptation to higher education. The aim of this study was to explore the relationship between academic expectations, self-efficacy, and adaptation to higher education during the first two years of college (i.e., the first two years of a higher education degree). Portuguese college students participated in a longitudinal data collection resorting to the Academic Expectations Questionnaire (T1 and T3), the Self-Efficacy in Higher Education Scale (T2 and T3), and the Questionnaire for Higher Education Adaptation (T2 and T3). Structural equation modeling analysis was conducted to test a model correlating academic expectations, self-efficacy, and adaptation, as well as a mediation model where a full mediation of self-efficacy was observed between the relationship between academic expectations and higher education expectations. This study delivers a unique longitudinal view on the experience of the first two years of college, showing a significant role of expectations and self-efficacy in order to achieve a better adaptation process. Results are useful for institutions to adapt the way they present themselves and manage students’ expectations. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-28 2022-09-28T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/82986 |
url |
https://hdl.handle.net/1822/82986 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Campos, M.; Peixoto, F.; Bártolo-Ribeiro, R.; Almeida, L.S. Adapting as I Go: An Analysis of the Relationship between Academic Expectations, Self-Efficacy, and Adaptation to Higher Education. Educ. Sci. 2022, 12, 658. https://doi.org/10.3390/educsci12100658 2227-7102 10.3390/educsci12100658 658 https://www.mdpi.com/2227-7102/12/10/658 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799132831339773952 |