Academic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performance

Detalhes bibliográficos
Autor(a) principal: Casanova, Joana R.
Data de Publicação: 2024
Outros Autores: Sinval, Jorge [UNIFESP], Almeida, Leandro S.
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/handle/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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spelling Academic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performanceHigher educationFirst-year studentsAcademic engagementSelf-efficacyAcademic achievementHigher 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/00315/2020Editum - Servicio de Publicaciones de la Universidad de Murciahttp://lattes.cnpq.br/9227052078286181Casanova, Joana R.Sinval, Jorge [UNIFESP]Almeida, Leandro S.2024-01-04T12:04:27Z2024-01-04T12:04:27Z2024-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion44-53application/pdfhttps://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/handle/11600/70198engAnnals of PsychologyMurcia, Spaininfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESP2024-08-13T15:29:52Zoai:repositorio.unifesp.br/:11600/70198Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestbiblioteca.csp@unifesp.bropendoar:34652024-08-13T15:29:52Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false
dc.title.none.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.none.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.por.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.none.fl_str_mv 2024-01-04T12:04:27Z
2024-01-04T12:04:27Z
2024-01-01
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 https://revistas.um.es/analesps/article/view/479151
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
https://repositorio.unifesp.br/handle/11600/70198
url https://revistas.um.es/analesps/article/view/479151
https://repositorio.unifesp.br/handle/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.none.fl_str_mv Annals of Psychology
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 44-53
application/pdf
dc.coverage.none.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
dc.source.none.fl_str_mv reponame:Repositório Institucional da UNIFESP
instname:Universidade Federal de São Paulo (UNIFESP)
instacron:UNIFESP
instname_str Universidade Federal de São Paulo (UNIFESP)
instacron_str UNIFESP
institution UNIFESP
reponame_str Repositório Institucional da UNIFESP
collection Repositório Institucional da UNIFESP
repository.name.fl_str_mv Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)
repository.mail.fl_str_mv biblioteca.csp@unifesp.br
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