Gender, planning, and academic expectations in first-year higher education students: testing two alternative mediation models
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722020000100205 |
Resumo: | Abstract We examined the relationships among gender, planning, and academic expectations through the testing of two alternative models with latent variables tested with LISREL 8.80: one model considered planning as a mediator of the relationship between gender and academic expectations, and the other model considered academic expectations as mediators of the relationship between gender and planning. Participants were 662 first-year higher-education students from two academic years, predominantly female (60%) and mainly with majors in the juridical-social field (66.2%). The Inventario sobre Estrategias Metacognitivas (IEM; Inventory of Metacognitive Strategies) and the Academic Perceptions Questionnaire (APQ) were applied at the beginning of the first semester to assess planning and academic expectations, respectively. Multigroup confirmatory factor analysis was used to test the IEM’s structure after examining its psychometric properties with the sample from the first academic year (N = 338). The test of the alternative mediation models with the full sample indicates that the best model was that with planning as a mediator. In this model, gender directly predicted only two APQ academic expectations, but with the mediation of planning, gender predicted all seven academic expectations. Women showed higher levels of academic expectations and planning than did men. The results are discussed at both the theoretical and practical levels. |
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Gender, planning, and academic expectations in first-year higher education students: testing two alternative mediation modelsCollege studentsPlanningAcademic expectationsGenderStructural equation modelingMeasurementinvarianceAbstract We examined the relationships among gender, planning, and academic expectations through the testing of two alternative models with latent variables tested with LISREL 8.80: one model considered planning as a mediator of the relationship between gender and academic expectations, and the other model considered academic expectations as mediators of the relationship between gender and planning. Participants were 662 first-year higher-education students from two academic years, predominantly female (60%) and mainly with majors in the juridical-social field (66.2%). The Inventario sobre Estrategias Metacognitivas (IEM; Inventory of Metacognitive Strategies) and the Academic Perceptions Questionnaire (APQ) were applied at the beginning of the first semester to assess planning and academic expectations, respectively. Multigroup confirmatory factor analysis was used to test the IEM’s structure after examining its psychometric properties with the sample from the first academic year (N = 338). The test of the alternative mediation models with the full sample indicates that the best model was that with planning as a mediator. In this model, gender directly predicted only two APQ academic expectations, but with the mediation of planning, gender predicted all seven academic expectations. Women showed higher levels of academic expectations and planning than did men. The results are discussed at both the theoretical and practical levels.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722020000100205Psicologia: Reflexão e Crítica v.33 2020reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1186/s41155-020-00142-zinfo:eu-repo/semantics/openAccessAlfonso,SoniaDiniz,António M.Deaño,ManuelTellado,FernandoGarcía-Señorán,MarConde,ÁngelesIglesias-Sarmiento,Valentíneng2020-06-16T00:00:00Zoai:scielo:S0102-79722020000100205Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2020-06-16T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Gender, planning, and academic expectations in first-year higher education students: testing two alternative mediation models |
title |
Gender, planning, and academic expectations in first-year higher education students: testing two alternative mediation models |
spellingShingle |
Gender, planning, and academic expectations in first-year higher education students: testing two alternative mediation models Alfonso,Sonia College students Planning Academic expectations Gender Structural equation modeling Measurementinvariance |
title_short |
Gender, planning, and academic expectations in first-year higher education students: testing two alternative mediation models |
title_full |
Gender, planning, and academic expectations in first-year higher education students: testing two alternative mediation models |
title_fullStr |
Gender, planning, and academic expectations in first-year higher education students: testing two alternative mediation models |
title_full_unstemmed |
Gender, planning, and academic expectations in first-year higher education students: testing two alternative mediation models |
title_sort |
Gender, planning, and academic expectations in first-year higher education students: testing two alternative mediation models |
author |
Alfonso,Sonia |
author_facet |
Alfonso,Sonia Diniz,António M. Deaño,Manuel Tellado,Fernando García-Señorán,Mar Conde,Ángeles Iglesias-Sarmiento,Valentín |
author_role |
author |
author2 |
Diniz,António M. Deaño,Manuel Tellado,Fernando García-Señorán,Mar Conde,Ángeles Iglesias-Sarmiento,Valentín |
author2_role |
author author author author author author |
dc.contributor.author.fl_str_mv |
Alfonso,Sonia Diniz,António M. Deaño,Manuel Tellado,Fernando García-Señorán,Mar Conde,Ángeles Iglesias-Sarmiento,Valentín |
dc.subject.por.fl_str_mv |
College students Planning Academic expectations Gender Structural equation modeling Measurementinvariance |
topic |
College students Planning Academic expectations Gender Structural equation modeling Measurementinvariance |
description |
Abstract We examined the relationships among gender, planning, and academic expectations through the testing of two alternative models with latent variables tested with LISREL 8.80: one model considered planning as a mediator of the relationship between gender and academic expectations, and the other model considered academic expectations as mediators of the relationship between gender and planning. Participants were 662 first-year higher-education students from two academic years, predominantly female (60%) and mainly with majors in the juridical-social field (66.2%). The Inventario sobre Estrategias Metacognitivas (IEM; Inventory of Metacognitive Strategies) and the Academic Perceptions Questionnaire (APQ) were applied at the beginning of the first semester to assess planning and academic expectations, respectively. Multigroup confirmatory factor analysis was used to test the IEM’s structure after examining its psychometric properties with the sample from the first academic year (N = 338). The test of the alternative mediation models with the full sample indicates that the best model was that with planning as a mediator. In this model, gender directly predicted only two APQ academic expectations, but with the mediation of planning, gender predicted all seven academic expectations. Women showed higher levels of academic expectations and planning than did men. The results are discussed at both the theoretical and practical levels. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722020000100205 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722020000100205 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1186/s41155-020-00142-z |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
publisher.none.fl_str_mv |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
dc.source.none.fl_str_mv |
Psicologia: Reflexão e Crítica v.33 2020 reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online) instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
collection |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
prc@springeropen.com |
_version_ |
1750134867057704960 |