First-year students background and academic achievement: the mediating role of student engagement

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Luísa
Data de Publicação: 2019
Outros Autores: Rosário, Pedro, Núñez, José Carlos, Gaeta, Martha, Fuentes, Sonia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.14/28970
Resumo: The current study aimed to analyze the relationships between students’ background variables (students’ academic preparation and sociocultural status), students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students’ cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students’ grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students’ background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students’ engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.
id RCAP_4d31d3e420a7091c06e79ac391db1782
oai_identifier_str oai:repositorio.ucp.pt:10400.14/28970
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str 7160
spelling First-year students background and academic achievement: the mediating role of student engagementCognitive engagementBehavioral engagementAcademic achievementFirst-year studentsStructural equation modelingThe current study aimed to analyze the relationships between students’ background variables (students’ academic preparation and sociocultural status), students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students’ cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students’ grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students’ background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students’ engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.Frontiers MediaVeritati - Repositório Institucional da Universidade Católica PortuguesaRibeiro, LuísaRosário, PedroNúñez, José CarlosGaeta, MarthaFuentes, Sonia2019-12-10T14:59:17Z20192019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.14/28970engRibeiro, L., Rosário, P., Núñez, J. C., Gaeta, M., & Fuentes, S. (2019). First-year students background and academic achievement: the mediating role of student engagement. Frontiers in Psychology, 10, 266910.3389/fpsyg.2019.026691664-107885077267571PMC691365631920775001032008300001info: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:RCAAP2023-10-03T01:42:08Zoai:repositorio.ucp.pt:10400.14/28970Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:23:15.451846Repositório 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 First-year students background and academic achievement: the mediating role of student engagement
title First-year students background and academic achievement: the mediating role of student engagement
spellingShingle First-year students background and academic achievement: the mediating role of student engagement
Ribeiro, Luísa
Cognitive engagement
Behavioral engagement
Academic achievement
First-year students
Structural equation modeling
title_short First-year students background and academic achievement: the mediating role of student engagement
title_full First-year students background and academic achievement: the mediating role of student engagement
title_fullStr First-year students background and academic achievement: the mediating role of student engagement
title_full_unstemmed First-year students background and academic achievement: the mediating role of student engagement
title_sort First-year students background and academic achievement: the mediating role of student engagement
author Ribeiro, Luísa
author_facet Ribeiro, Luísa
Rosário, Pedro
Núñez, José Carlos
Gaeta, Martha
Fuentes, Sonia
author_role author
author2 Rosário, Pedro
Núñez, José Carlos
Gaeta, Martha
Fuentes, Sonia
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Veritati - Repositório Institucional da Universidade Católica Portuguesa
dc.contributor.author.fl_str_mv Ribeiro, Luísa
Rosário, Pedro
Núñez, José Carlos
Gaeta, Martha
Fuentes, Sonia
dc.subject.por.fl_str_mv Cognitive engagement
Behavioral engagement
Academic achievement
First-year students
Structural equation modeling
topic Cognitive engagement
Behavioral engagement
Academic achievement
First-year students
Structural equation modeling
description The current study aimed to analyze the relationships between students’ background variables (students’ academic preparation and sociocultural status), students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students’ cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students’ grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students’ background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students’ engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-10T14:59:17Z
2019
2019-01-01T00:00:00Z
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 http://hdl.handle.net/10400.14/28970
url http://hdl.handle.net/10400.14/28970
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Ribeiro, L., Rosário, P., Núñez, J. C., Gaeta, M., & Fuentes, S. (2019). First-year students background and academic achievement: the mediating role of student engagement. Frontiers in Psychology, 10, 2669
10.3389/fpsyg.2019.02669
1664-1078
85077267571
PMC6913656
31920775
001032008300001
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 Frontiers Media
publisher.none.fl_str_mv Frontiers Media
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
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
_version_ 1799131940220043265