Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategies

Detalhes bibliográficos
Autor(a) principal: Soares, Ana Paula
Data de Publicação: 2009
Outros Autores: Guisande, M. Adelina, Almeida, Leandro S., Páramo, M. Fernanda
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/1822/12181
Resumo: This paper analyses the impact of learning strategies, gender, academic field attended and students’ entrance classification to the university on academic achievement at the end of the first academic year. The study, developed with 445 first-year college students (68.5% female), ages between 17 and 57 years old (M = 18.3; SD = 2.17), from the University of Minho (Portugal), implicated answering a questionnaire on learning strategies, which concerned five dimensions (comprehensive approach, surface approach, personal competency perceptions, intrinsc motivation and organization of study activities). Regression analyses showed that academic achievement was more related to students’ entrance classifications to the university than to their learning strategies, independently of the academic field attended. Despite the significance of the other variables, these results seem to highlight the relationship between students’ academic preparation and their achievement at the end of the first-year.
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spelling Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategiesAcademic achievementFirst-year college studentsAcademic preparationHigher educationLearning strategiesSocial SciencesThis paper analyses the impact of learning strategies, gender, academic field attended and students’ entrance classification to the university on academic achievement at the end of the first academic year. The study, developed with 445 first-year college students (68.5% female), ages between 17 and 57 years old (M = 18.3; SD = 2.17), from the University of Minho (Portugal), implicated answering a questionnaire on learning strategies, which concerned five dimensions (comprehensive approach, surface approach, personal competency perceptions, intrinsc motivation and organization of study activities). Regression analyses showed that academic achievement was more related to students’ entrance classifications to the university than to their learning strategies, independently of the academic field attended. Despite the significance of the other variables, these results seem to highlight the relationship between students’ academic preparation and their achievement at the end of the first-year.Cet article analyse le rôle de la préparation académique et des stratégies d’apprentissage dans la prediction des resultats académiques des étudiants collegiens portugais de premiere année, considerant le sexe des étudiants et le champ d’etudes poursuivies. Un échantillon de 445 etudiants collegiens de première annee (68,5% féminin) de l’Universite de Minho (25,8% inscrits en economie, 35,3% en sciences et technologies et 38,9% en sciences humaines) a participe à cette étude. Les étudiants ont répondu à un questionnaire sur les stratégies d’apprentissage, dans la classe à la fin du premier semestre, lequel consistait à 44 items organisés en cinq dimensions : approche comprehensive, approche de surface, perceptions des competences personnelles, motivation intrinse que et organisation des activites d’étude. Les resultats académiques (moyenne des notes à la fin de la premiere année) et la préparation acadeémique (score combinant les résultats academiques à l’école secondaire et les résultats aux examens d’entree à l’universite) furent obtenus en consultant les dossiers académiques conservés à l’université Les résultats ont montré que la préparation académique était le plus fort prédicteur des résultats académiques lors de la première année. Seulement une variance marginale additionnelle était expliquee par les stratégies d’apprentissage tel qu’évaluées par le questionnaire auto-rapporté. En dépit des différences relatives au sexe des étudiants et au champ d’études, ces variables ne semblent pas assez puissantes pour affecter les résultats. Malgré tout, les differents pourcentages de variance expliquée par chaque modèle et les differents poids associes à la preparation academique stimulent l’utilisation de ces variables ou d’autres variables personnelles et contextuelles lors de l’analyse du phenomene.E l presente trabajo analiza el papel de la preparación académica y las estrategias de aprendizaje en la predicción del rendimiento de los estudiantes del primer curso de la universidad, teniendo en cuenta el sexo de los estudiantes y el campo académico al que pertenecen. La muestra consistio´ en 445 estudiantes del primer curso (68,5% mujeres) de la Universidad de Minho (25,8% matriculados en economı´a, 35,3% en ciencia/tecnología, y 38,9% en humanidades). Los estudiantes contestaron a un cuestionario sobre las estrategias de aprendizaje al final del primer cuatrimestre, el cual consistió en 44 ítems organizados en cinco dimensiones: enfoque comprensivo, enfoque superficial, percepción de la competencia personal, motivación intrínseca y organización de las actividades de estudio. El rendimiento académico (la media de las notas al final del primer curso) y la preparación académica (la nota de acceso a los estudios superiores) fueron obtenidos de los registros de la universidad. Los resultados demostraron que la preparación académica fue el predictor más importante del rendimiento acadeémico en el primer curso y solo la varianza marginal adicional fue explicada por las estrategias de aprendizaje recogidas en el cuestionario de auto-informe. A pesar de las diferencias de género y campo académico, estas variables no parecen suficientemente fuertes como para afectar a los resultados. Aún así, los diferentes porcentajes de varianza capturados por cada modelo y los diferentes pesos asociados a las notas de acceso a los estudios estimulan el uso de estas y/u otras variables personales y contextuales al analizar este fenómeno.Psychology PressUniversidade do MinhoSoares, Ana PaulaGuisande, M. AdelinaAlmeida, Leandro S.Páramo, M. Fernanda20092009-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/12181eng"International Journal of Psychology." ISSN 0020-7594. 44:3 (2009) 204-212.0020-759410.1080/0020759070170054522029496http://www.informaworld.com/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:RCAAP2023-07-21T12:15:21Zoai:repositorium.sdum.uminho.pt:1822/12181Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:07:45.957869Repositório 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 achievement on first-year Portuguese college students : the role of academic preparation and learning strategies
title Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategies
spellingShingle Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategies
Soares, Ana Paula
Academic achievement
First-year college students
Academic preparation
Higher education
Learning strategies
Social Sciences
title_short Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategies
title_full Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategies
title_fullStr Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategies
title_full_unstemmed Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategies
title_sort Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategies
author Soares, Ana Paula
author_facet Soares, Ana Paula
Guisande, M. Adelina
Almeida, Leandro S.
Páramo, M. Fernanda
author_role author
author2 Guisande, M. Adelina
Almeida, Leandro S.
Páramo, M. Fernanda
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Soares, Ana Paula
Guisande, M. Adelina
Almeida, Leandro S.
Páramo, M. Fernanda
dc.subject.por.fl_str_mv Academic achievement
First-year college students
Academic preparation
Higher education
Learning strategies
Social Sciences
topic Academic achievement
First-year college students
Academic preparation
Higher education
Learning strategies
Social Sciences
description This paper analyses the impact of learning strategies, gender, academic field attended and students’ entrance classification to the university on academic achievement at the end of the first academic year. The study, developed with 445 first-year college students (68.5% female), ages between 17 and 57 years old (M = 18.3; SD = 2.17), from the University of Minho (Portugal), implicated answering a questionnaire on learning strategies, which concerned five dimensions (comprehensive approach, surface approach, personal competency perceptions, intrinsc motivation and organization of study activities). Regression analyses showed that academic achievement was more related to students’ entrance classifications to the university than to their learning strategies, independently of the academic field attended. Despite the significance of the other variables, these results seem to highlight the relationship between students’ academic preparation and their achievement at the end of the first-year.
publishDate 2009
dc.date.none.fl_str_mv 2009
2009-01-01T00:00:00Z
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/1822/12181
url http://hdl.handle.net/1822/12181
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv "International Journal of Psychology." ISSN 0020-7594. 44:3 (2009) 204-212.
0020-7594
10.1080/00207590701700545
22029496
http://www.informaworld.com/
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 Psychology Press
publisher.none.fl_str_mv Psychology Press
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
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