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Achievement of First-Year Students at the University: A Multilevel Analysis of the Role of Background Diversity and Student Engagement
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Lardy, Laurent; Bressoux, Pascal; De Clercq, Mikael – European Journal of Psychology of Education, 2022
The massification and diversification of the student population who enters university has become a challenge for Higher Education institutions. A better consideration of this diversity could help to gain a greater understanding of students' achievement process, and this requires observing situations where this diversity is substantial. Thus, in…
Descriptors: Academic Achievement, College Freshmen, Student Characteristics, Student Diversity
Achievement among First-Year University Students: An Integrated and Contextualised Approach
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De Clercq, Mikaël; Galand, Benoît; Dupont, Serge; Frenay, Mariane – European Journal of Psychology of Education, 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…
Descriptors: Academic Achievement, College Freshmen, Predictor Variables, Science Education
Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model
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Balkis, Murat; Duru, Erdinc; Bulus, Mustafa – European Journal of Psychology of Education, 2013
The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…
Descriptors: Academic Persistence, Study Habits, Tests, Undergraduate Students
The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and Confirmatory Factor Analyses at Item Level
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Justicia, Fernando; Pichardo, M. Carmen; Cano, Francisco; Berben, A. B. G.; De la Fuente, Jesus – European Journal of Psychology of Education, 2008
The underlying structure of the Revised Two Factor version of the Study Process Questionnaire (R-SPQ-2F), a 20-item instrument for the evaluation of students' approaches to learning (SAL), was examined at item level using two independent groups of undergraduate students enrolled in the first (n = 314) and last (n = 522) years of their studies. The…
Descriptors: Undergraduate Students, Factor Structure, Measures (Individuals), Factor Analysis
Goal Orientations, Coping with School Failure and School Achievement
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Brdar, Ingrid; Rijavec, Majda; Loncaric, Darko – European Journal of Psychology of Education, 2006
The present study examined the relationship between goal orientation, coping with school failure and school achievement. Two questionnaires. Goal Orientation (Niemivirta, 1996a) and The School Failure Coping Scale (Rijavec & Brdar, 1997), were administered to 1057 high school students (aged from 15 to 17 years). The first goal of this study…
Descriptors: Program Effectiveness, Path Analysis, Coping, Goal Orientation
Patterns of Response to an Approaches to Studying Inventory across Contrasting Groups and Contexts.
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Entwistle, Noel; Tait, Hilary; McCune, Velda – European Journal of Psychology of Education, 2000
Reports on the development of the Approaches and Study Skills Inventory for Students (ASSIST). Incorporates a revised version of the Approaches to Studying Inventory. States the questionnaire was completed by first-year students (n=1284) at six British universities, at a Scottish technological university (n=466), and at a South African university…
Descriptors: Apathy, College Freshmen, Comparative Analysis, Educational Environment