The mediating effects of approaches to learning on the academic performance of first-year college students
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/11328/1793 |
Resumo: | Students’ personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students’ approaches to learning (SAL), satisfaction (linked to commitment and persistence), study time (effort), and prior academic achievement. This study analyzes the combined effect of these predictors on perceived academic success. Data from 247 students was collected using the Approaches and Study Skills Inventory for Students and other specific measures to assess presage and process variables of academic success. Although academic success is multidimensional and difficult to explain, factors such as prior academic achievement, satisfaction with the course, SAL, and study time contribute to explain perceived academic success in first-year college students. |
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The mediating effects of approaches to learning on the academic performance of first-year college studentsApproaches to studyingASSISTAcademic successFirst-year higher education studentsStudents’ personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students’ approaches to learning (SAL), satisfaction (linked to commitment and persistence), study time (effort), and prior academic achievement. This study analyzes the combined effect of these predictors on perceived academic success. Data from 247 students was collected using the Approaches and Study Skills Inventory for Students and other specific measures to assess presage and process variables of academic success. Although academic success is multidimensional and difficult to explain, factors such as prior academic achievement, satisfaction with the course, SAL, and study time contribute to explain perceived academic success in first-year college students.This paper is financed by National Funds provided by the Foundation for Science and Technology through project [grant number UID/SOC/04020/2013]. The author received funding from the Portuguese Foundation for Science and Technology as a Post-Doctoral Grant [under grant agreement number SFRH/BPD/85856/2012].Routledge2017-03-23T16:12:56Z2017-03-232016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfValadas, S. T., Almeida, L. S., & Araújo, A. M. (2016). The mediating effects of approaches to learning on the academic performance of first-year college students. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2016.1188146. Disponível no Repositório UPT, http://hdl.handle.net/11328/1793http://hdl.handle.net/11328/1793Valadas, S. T., Almeida, L. S., & Araújo, A. M. (2016). The mediating effects of approaches to learning on the academic performance of first-year college students. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2016.1188146. Disponível no Repositório UPT, http://hdl.handle.net/11328/1793http://hdl.handle.net/11328/1793engdoi: 10.1080/00313831.2016.1188146http://dx.doi.org/10.1080/00313831.2016.1188146http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessValadas, Sandra T.Almeida, Leandro S.Araújo, Alexandra M.reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T02:10:04Zoai:repositorio.upt.pt:11328/1793Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:40:39.621094Repositório 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 |
The mediating effects of approaches to learning on the academic performance of first-year college students |
title |
The mediating effects of approaches to learning on the academic performance of first-year college students |
spellingShingle |
The mediating effects of approaches to learning on the academic performance of first-year college students Valadas, Sandra T. Approaches to studying ASSIST Academic success First-year higher education students |
title_short |
The mediating effects of approaches to learning on the academic performance of first-year college students |
title_full |
The mediating effects of approaches to learning on the academic performance of first-year college students |
title_fullStr |
The mediating effects of approaches to learning on the academic performance of first-year college students |
title_full_unstemmed |
The mediating effects of approaches to learning on the academic performance of first-year college students |
title_sort |
The mediating effects of approaches to learning on the academic performance of first-year college students |
author |
Valadas, Sandra T. |
author_facet |
Valadas, Sandra T. Almeida, Leandro S. Araújo, Alexandra M. |
author_role |
author |
author2 |
Almeida, Leandro S. Araújo, Alexandra M. |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Valadas, Sandra T. Almeida, Leandro S. Araújo, Alexandra M. |
dc.subject.por.fl_str_mv |
Approaches to studying ASSIST Academic success First-year higher education students |
topic |
Approaches to studying ASSIST Academic success First-year higher education students |
description |
Students’ personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students’ approaches to learning (SAL), satisfaction (linked to commitment and persistence), study time (effort), and prior academic achievement. This study analyzes the combined effect of these predictors on perceived academic success. Data from 247 students was collected using the Approaches and Study Skills Inventory for Students and other specific measures to assess presage and process variables of academic success. Although academic success is multidimensional and difficult to explain, factors such as prior academic achievement, satisfaction with the course, SAL, and study time contribute to explain perceived academic success in first-year college students. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-01-01T00:00:00Z 2017-03-23T16:12:56Z 2017-03-23 |
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 |
Valadas, S. T., Almeida, L. S., & Araújo, A. M. (2016). The mediating effects of approaches to learning on the academic performance of first-year college students. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2016.1188146. Disponível no Repositório UPT, http://hdl.handle.net/11328/1793 http://hdl.handle.net/11328/1793 Valadas, S. T., Almeida, L. S., & Araújo, A. M. (2016). The mediating effects of approaches to learning on the academic performance of first-year college students. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2016.1188146. Disponível no Repositório UPT, http://hdl.handle.net/11328/1793 http://hdl.handle.net/11328/1793 |
identifier_str_mv |
Valadas, S. T., Almeida, L. S., & Araújo, A. M. (2016). The mediating effects of approaches to learning on the academic performance of first-year college students. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2016.1188146. Disponível no Repositório UPT, http://hdl.handle.net/11328/1793 |
url |
http://hdl.handle.net/11328/1793 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
doi: 10.1080/00313831.2016.1188146 http://dx.doi.org/10.1080/00313831.2016.1188146 |
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http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Routledge |
publisher.none.fl_str_mv |
Routledge |
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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 |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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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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