Academic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performance
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNIFESP |
Texto Completo: | https://revistas.um.es/analesps/article/view/479151 https://repositorio.unifesp.br/11600/70198 |
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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140Casanova, Joana R.Sinval, Jorge [UNIFESP]Almeida, Leandro S.http://lattes.cnpq.br/9227052078286181Murcia, Spain2024-01-04T12:04:27Z2024-01-04T12:04:27Z2024-01-01Higher 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.Fundação para a Ciência e a Tecnologia (FCT)UIDB/01661/2020UIDP/01661/2020CPCA/A1/435377/2021UIDB/00315/202044-53https://revistas.um.es/analesps/article/view/479151CASANOVA, J. R.; SINVAL, J.; ALMEIDA, L. S. (2024). Academic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performance. Annals of Psychology, Murcia, v.40, n.1, p.44–53. https://doi.org/10.6018/analesps.47915110.6018/analesps.4791511695-2294https://repositorio.unifesp.br/11600/70198engEditum - Servicio de Publicaciones de la Universidad de MurciaAnnals of PsychologyHigher educationFirst-year studentsAcademic engagementSelf-efficacyAcademic achievementAcademic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performanceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPNão se aplicaEscola Paulista de Medicina (EPM)Não se aplicaNão se aplicaNão se aplicaSaúde Baseada em EvidênciasPsicologiaTEXTmanuscript.pdf.txtmanuscript.pdf.txtExtracted 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dc.title.en.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, Joana 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, Joana R. |
author_facet |
Casanova, Joana R. Sinval, Jorge [UNIFESP] Almeida, Leandro S. |
author_role |
author |
author2 |
Sinval, Jorge [UNIFESP] Almeida, Leandro S. |
author2_role |
author author |
dc.contributor.authorLattes.pt_BR.fl_str_mv |
http://lattes.cnpq.br/9227052078286181 |
dc.contributor.author.fl_str_mv |
Casanova, Joana R. Sinval, Jorge [UNIFESP] Almeida, Leandro S. |
dc.subject.eng.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.accessioned.fl_str_mv |
2024-01-04T12:04:27Z |
dc.date.available.fl_str_mv |
2024-01-04T12:04:27Z |
dc.date.issued.fl_str_mv |
2024-01-01 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
format |
article |
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publishedVersion |
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https://revistas.um.es/analesps/article/view/479151 |
dc.identifier.citation.fl_str_mv |
CASANOVA, J. R.; SINVAL, J.; ALMEIDA, L. S. (2024). Academic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performance. Annals of Psychology, Murcia, v.40, n.1, p.44–53. https://doi.org/10.6018/analesps.479151 |
dc.identifier.uri.fl_str_mv |
https://repositorio.unifesp.br/11600/70198 |
dc.identifier.doi.pt_BR.fl_str_mv |
10.6018/analesps.479151 |
dc.identifier.issn.pt_BR.fl_str_mv |
1695-2294 |
url |
https://revistas.um.es/analesps/article/view/479151 https://repositorio.unifesp.br/11600/70198 |
identifier_str_mv |
CASANOVA, J. R.; SINVAL, J.; ALMEIDA, L. S. (2024). Academic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performance. Annals of Psychology, Murcia, v.40, n.1, p.44–53. https://doi.org/10.6018/analesps.479151 10.6018/analesps.479151 1695-2294 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.ispartof.pt_BR.fl_str_mv |
Annals of Psychology |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
44-53 |
dc.coverage.spatial.pt_BR.fl_str_mv |
Murcia, Spain |
dc.publisher.none.fl_str_mv |
Editum - Servicio de Publicaciones de la Universidad de Murcia |
publisher.none.fl_str_mv |
Editum - Servicio de Publicaciones de la Universidad de Murcia |
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Universidade Federal de São Paulo (UNIFESP) |
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UNIFESP |
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UNIFESP |
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Repositório Institucional da UNIFESP |
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Repositório Institucional da UNIFESP |
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