Academic success, engagement and self-efficacy of first-year university students: Personal variables and first-semester performance

Detalhes bibliográficos
Autor(a) principal: Casanova, J. R.
Data de Publicação: 2024
Outros Autores: Sinval, J., Almeida, L. S.
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10071/30419
Resumo: 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.
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spelling Academic success, engagement and self-efficacy of first-year university students: Personal variables and first-semester performanceHigher educationFirst-year studentsAcademic engagementSelf-efficacyAcademic achievementHigher 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.La educación superior puede ser extremadamente transformadora para los estudiantes y tiene un papel importante en la formación del capital humano, en la innovación y en el desarrollo social, cultural y ambiental de la sociedad. La expansión de la educación superior promovió el acceso de una mezcla de estudiantes más heterogénea, pero garantizar el acceso no garantiza el éxito académico. Este artículo tiene como objetivo analizar los predictores de desempeño académico en 447 estudiantes de primer año en el 1er y 2do semestre, considerando variables como sexo, edad, nivel educativo de los padres y calificaciones al ingresar a la educación superior, junto con los niveles de compromiso académico e autoeficacia de los estudiantes tras algunas semanas en la universidad. Los resultados muestran trayectorias estadísticamente significativas para sexo, edad y GPA hasta el desempeño del primer semestre, para los niveles educativos de los padres hasta la autoeficacia percibida, para la implicación académica de los estudiantes hasta el desempeño del primer semestre y el desempeño del primer semestre hasta el desempeño del segundo semestre La participación académica de los estudiantes también tuvo un efecto indirecto en el desempeño del segundo semestre. La correlación entre compromiso académica y autoeficacia fue positiva, fuerte y estadísticamente significativa. El modelo explicó el 35.2% de la varianza del rendimiento académico en el segundo semestre y el 15.0% de la varianza del rendimiento académico en el primer semestre. El conocimiento sobre los predictores del rendimiento académico y la importancia del compromiso y la autoeficacia respaldará las intervenciones oportunas, promoviendo el éxito y previniendo el fracaso y el abandono.Universidad de Murcia2024-01-17T09:27:44Z2024-01-01T00:00:00Z20242024-01-17T09:25:07Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10071/30419eng0212-972810.6018/analesps.479151Casanova, J. R.Sinval, J.Almeida, L. S.info: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:RCAAP2024-01-21T01:19:50Zoai:repositorio.iscte-iul.pt:10071/30419Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:52:37.228007Repositório 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 Academic success, engagement and self-efficacy of first-year university students: Personal variables and first-semester performance
title Academic success, engagement and self-efficacy of first-year university students: Personal variables and first-semester performance
spellingShingle Academic success, engagement and self-efficacy of first-year university students: Personal variables and first-semester performance
Casanova, J. R.
Higher education
First-year students
Academic engagement
Self-efficacy
Academic achievement
title_short Academic success, engagement and self-efficacy of first-year university students: Personal variables and first-semester performance
title_full Academic success, engagement and self-efficacy of first-year university students: Personal variables and first-semester performance
title_fullStr Academic success, engagement and self-efficacy of first-year university students: Personal variables and first-semester performance
title_full_unstemmed Academic success, engagement and self-efficacy of first-year university students: Personal variables and first-semester performance
title_sort Academic success, engagement and self-efficacy of first-year university students: Personal variables and first-semester performance
author Casanova, J. R.
author_facet Casanova, J. R.
Sinval, J.
Almeida, L. S.
author_role author
author2 Sinval, J.
Almeida, L. S.
author2_role author
author
dc.contributor.author.fl_str_mv Casanova, J. R.
Sinval, J.
Almeida, L. S.
dc.subject.por.fl_str_mv Higher education
First-year students
Academic engagement
Self-efficacy
Academic achievement
topic Higher education
First-year students
Academic engagement
Self-efficacy
Academic achievement
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-17T09:27:44Z
2024-01-01T00:00:00Z
2024
2024-01-17T09:25:07Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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url http://hdl.handle.net/10071/30419
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 0212-9728
10.6018/analesps.479151
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dc.publisher.none.fl_str_mv Universidad de Murcia
publisher.none.fl_str_mv Universidad de Murcia
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
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