Autonomy Supportive Contexts, Autonomous Motivation, and Self-Efficacy Predict Academic Adjustment of First-Year University Students

Abstract

The purpose of this study was to investigate the process that lead to academic adjustment of undergraduate students in the first year of higher education, by testing a predictive model based on self-determination theory with the inclusion of self-efficacy. The model posits that perceived autonomous forms of support from parents and teachers foster autonomous motivation and self-efficacy, which in turn predict academic adjustment. Method: A two-wave prospective design was adopted. Freshman students at an Italian university (N = 388; 73.5% females, M age = 21.38 years ± 4.84) completed measures of autonomous motivation, perceived autonomy support from parents and teachers, self-efficacy, and intention to drop out from university at the start of their academic year. Students' past performance and socioeconomic background were also measured. At the end of the first semester, information about number of course modules passed and credits attained for each student were obtained from the department office and matched with the data collected in the first wave by an identification number. Results: Findings of structural equation modeling analysis supported the proposed model for first-year university students, after controlling for the influence of past performance and socioeconomic background. Specifically, autonomous motivation and self-efficacy predicted dropout intention and academic adjustment a few months later. Autonomous motivation and self-efficacy were encouraged by autonomy supportive behaviors provided by teachers and parents. Conclusion: According to our findings, in order to promote higher degree of academic adjustment in freshman students, interventions should aim to encourage autonomous motivation and self-efficacy through autonomous supportive behavior from the university and the family contexts.

Motivation matters: predicting students’ career decidedness and intention to drop out after the first year in higher education

“…Research on transition and study success emphasises the relevance of students' motivation (Girelli et al, 2018;Mikkonen et al, 2013;Noyens et al, 2019;Richardson et al, 2012;Trautwein & Stolz, 2015). Eccles's expectancy-value model of achievement-related choices (EVM), which has had a wide influence on educational research (Eccles et al, 1983;Wigfield & Eccles, 2000;Eccles & Wigfield, 2020), focuses on two motivation components.…”

Undergraduate Student Concerns in Introductory STEM Courses: What They Are, How They Change, and What Influences Them

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Prospects and Challenges of Upgrading Untrained Teachers in Sub-Saharan Africa: The Case of Ghana

“…Self-efficacy or students' beliefs in their own abilities have a significant role in predicting positive academic adjustment outcomes (Fan & Williams, 2018). That is, students who believe more in their competence to manage their academic activities are likely to have higher degrees of academic adjustment than low self-efficacy students even when they face difficulties (Girelli et al, 2018). Furthermore, this finding is consistent with the claim that UTDBE teachers used more practical activities than DBE teachers, because UTDBE teachers have had some teaching experience, and have developed pedagogical skills and in-service professional development (Kwaah & Palojoki, 2018).…”