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ERIC Number: EJ1036455
Record Type: Journal
Publication Date: 2013-Sep
Pages: 22
Abstractor: As Provided
Reference Count: 78
ISBN: N/A
ISSN: ISSN-0256-2928
Achievement among First-Year University Students: An Integrated and Contextualised Approach
De Clercq, Mikaël; Galand, Benoît; Dupont, Serge; Frenay, Mariane
European Journal of Psychology of Education, v28 n3 p641-662 Sep 2013
This paper presents a prospective study aimed at identifying the predictors of academic achievement among first-year university students. It tries to develop an inclusive view of academic achievement by taking into account the possible differential impact of several predictors in two different faculties of the university. Some 317 university students from the two faculties (science and physical education), who were in their first year at university, participated in the study. During the academic year, these students completed a questionnaire. The outcome variable was their average academic mark at the end of the year. Multiple regression analyses were performed to identify the most powerful predictors of achievement. The results showed that past school failure, parental education and self-efficacy beliefs predicted achievement in both programs. Age, secondary-school specialisation, reasons for choosing the program, deep processing, time spent studying and intention to persist have also been highlighted as significant predictors of success, but only in one of the two faculties. Self-efficacy was the most powerful predictor of achievement in physical education courses, whereas intention to persist was the most powerful predictor in science. These results show the importance of adopting an integrated and contextualised approach to exploring the predictors of academic achievement at university.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A