Academic Expectations Questionnaire: A Proposal for a Short Version

Casanova, Joana R.; Almeida, Leandro S.; Peixoto, Francisco; Ribeiro, Rui Bártolo; Marôco, João

doi:10.1177/2158244018824496

Cited by 9 publications

(23 citation statements)

References 33 publications

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“…Apart from Cronbach's alpha, composite reliability and test-re-test observations based on the findings of Geldhof et al (2014) were used as well. Convergent & discriminant validity was examined with the help of the average variance extracted (AVE) and other factor correlations on the basis of Hair et al (2014), Casanova et al (2019), and other fit indices and descriptive statistics, such as One Way Anova, T-Test, Standard Deviations, and Means. JASP, AMOS, and SPSS programmes were used for the analysis of the data gathered by the study.…”

Section: Discussionmentioning

confidence: 99%

“…For an accurate measurement of the discriminant validity, the AVE of each factor and the squared correlation per each pair of the factors is to be compared. The discriminant validity is proved when the AVE of factors is found to be higher than the squared correlation ( Casanova et al., 2019 ; Hair et al., 2014 ). In Table 4 , the majority of the constructs agree with the criteria of the AVE factor through which the AVE factors are still greater than the squared correlation.…”

Section: Discussionmentioning

confidence: 99%

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The prevalence of the academic learning difficulties: An observation tool

AL-Qadri¹,

Zhao

et al. 2021

Heliyon

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This study seeks to develop an effective observation tool to determine the prevalence of various academic learning difficulties among school students at the primary level in Sana'a City, Yemen. A measure comprising of 34 items has been processed by the EFA and CFA for contriving ALD's psychometric properties. The study sample comprised 714 students between 6 -14 years of age. The study's findings revealed that the observation tool under development could measure the prevalence of various academic learning difficulties to a great extent with accuracy. The learning difficulties were classified under five categories based on observation scores. The observed raw scores were standardised after taking the standard deviation from the sample's mean value into consideration. The study's findings suggested that the gender and grade of the subjects affected academic learning difficulties significantly. A brief discussion of the educational implications of these findings has also been presented.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The prevalence of the academic learning difficulties: An observation tool

AL-Qadri¹,

Zhao

et al. 2021

Heliyon

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“…As one of the dimensions of academic expectation, training for employment (TE) is concerned with increasing the knowledge and skills of employees for doing specific jobs. In the context of students, it involves the growth of students' experience in all aspects related to the student's field of study (Diniz et al, 2016 ; Casanova et al, 2019 ; Alfonso et al, 2020 ). It can be related to training to gain significant employment or starting a career (Casanova et al, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In the context of students, it involves the growth of students' experience in all aspects related to the student's field of study (Diniz et al, 2016 ; Casanova et al, 2019 ; Alfonso et al, 2020 ). It can be related to training to gain significant employment or starting a career (Casanova et al, 2019 ). The seven dimensions of AEs identified by Deaño et al ( 2015 ), Diniz et al ( 2016 ), and Almeida et al ( 2018 ) were obtained through multigroup confirmatory factor analysis (CFA).…”

Section: Literature Reviewmentioning

confidence: 99%

Academic expectations among international students from North-Western China: A case of technology use during and post COVID-19

AL-Qadri¹,

Ahmed

Suliman

et al. 2022

Front. Psychol.

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This study examines the influence of the COVID-19 crisis on academic expectations among international students from north-western China. According to past studies, academic expectations are multifaceted, making it critical to test the methods employed to assess this fundamental trait. The outbreak of COVID-19 has resulted in various significant changes in education, which have shifted from traditional to online or mixed formats. As a result, examining international students' academic expectations along with their interactions with adopted technologies is a topic that addresses the current situation and issues. A mixed approach, comprising two different instruments (questionnaire and interview), was followed to achieve this primary objective. While a survey with a questionnaire was undertaken with 551 international students, divided into two groups, ten students were interviewed during and after the lockdowns. The findings revealed that COVID-19 had a significant impact on the academic expectations of students as well as many elements such as training for employment, personal and social development, international student mobility, motivation, social pressure, and social interaction with the help of supporting technologies. In terms of gender, men outperformed women in motivation, social interaction, training for employment, and personal and social development factors. Similarly, as per the grade variable (undergraduate, postgraduate, doctoral), the same higher trend was seen in postgraduates. Based on these findings, a set of recommendations was put forward. In the future, technology will be helpful in China's educational sector, such as online group collaboration, open education, managing student retention, and supervising teachers' recruitment.

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“…En el presente trabajo, nuestro interés se dirige hacia expectativas relativas a la empleabilidad después de la formación, la calidad de la enseñanza, las posibilidades de movilidad internacional, las oportunidades de crecimiento y desarrollo personal, las interacciones y relaciones sociales, la pretensión de responder a las expectativas familiares y de personas relevantes del contexto próximo, así como al compromiso social (Alves, Gonçalves y Almeida, 2012;Casanova et al, 2019).…”

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Incidencia de género y rama de conocimiento sobre expectativas académicas del alumnado de nuevo ingreso

Gutiérrez

Flores

González

2021

Estudios sobre Educación

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Las expectativas con que accede a la universidad el alumnado constituyen un objeto de estudio relevante. En este trabajo analizamos las diferencias en las expectativas académicas de los estudiantes de nuevo ingreso según género y rama de conocimiento. Participaron 940 estudiantes que respondieron al “Cuestionario de Percepciones Académicas: Versión Expectativas”. Se aplicaron análisis no paramétricos. Los resultados muestran que las mujeres acceden a la universidad con mayores expectativas. Los estudiantes de Artes y Humanidades presentan menores expectativas que otras ramas de conocimiento. Proponemos la mentoría entre iguales y la formación laboral para atender a las expectativas de ingreso.

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Academic Expectations Questionnaire: A Proposal for a Short Version

Abstract: Research on academic expectations points to its multidimensionality, which is in line with the multiple experiences that students can have and develop in HE (Borghi,

Cited by 9 publications

References 33 publications

The prevalence of the academic learning difficulties: An observation tool

The prevalence of the academic learning difficulties: An observation tool

Academic expectations among international students from North-Western China: A case of technology use during and post COVID-19

Incidencia de género y rama de conocimiento sobre expectativas académicas del alumnado de nuevo ingreso

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