The mediating effects of approaches to learning on the academic performance of first-year college students

Detalhes bibliográficos
Autor(a) principal: Valadas, Sandra T.
Data de Publicação: 2016
Outros Autores: Almeida, Leandro S., Araújo, Alexandra M.
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.
id RCAP_cd4e0191559adc2cd7fd22d042884149
oai_identifier_str oai:repositorio.uportu.pt:11328/1793
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str
spelling 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.Routledge2017-03-23T16:12:56Z2018-07-01T00:00:00Z2016-01-01T00:00:00Z2016info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11328/1793engdoi: 10.1080/00313831.2016.1188146Valadas, Sandra T.Almeida, Leandro S.Araújo, Alexandra M.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:RCAAP2023-06-15T02:10:04ZPortal AgregadorONG
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
2016
2017-03-23T16:12:56Z
2018-07-01T00:00:00Z
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/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
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 Routledge
publisher.none.fl_str_mv Routledge
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
repository.mail.fl_str_mv
_version_ 1777302550778740736

Registros relacionados