First-year academic achievement: the role of academic self-efficacy, self-regulated learning and beyond classroom engagement

Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan; Rooij, Els van

doi:10.1080/02602938.2020.1845606

Cited by 29 publications

(21 citation statements)

References 32 publications

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“…Academic success is commonly measured using the students attained grades or grade-point average (GPA; van der Zanden et al 2018), as well as student retention and degree attainment (Kuh et al 2007;Trapmann et al 2007;Crisp and Cruz 2009;York et al 2015). Within studies on student success, there is a strong focus on success in the first year because most students who drop out do so then (Credé and Niehorster 2012;Fokkens-Bruinsma et al 2020). A limitation many studies have when measuring academic success is that they only look at the single study program the student entered after application (Jones-White et al 2010).…”

Section: Student Successmentioning

confidence: 99%

In search of valid non-cognitive student selection criteria

Boer

Rijnsoever

2021

Assessment & Evaluation in Higher Education

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Section: Student Successmentioning

confidence: 99%

In search of valid non-cognitive student selection criteria

Boer

Rijnsoever

2021

Assessment & Evaluation in Higher Education

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“…The reason is that it is especially significant to introduce it to first-year students in higher education who are exposed to various challenges when entering a university. As a result, the dropout rate (e.g., 21% in Netherlands in 2016) is higher in the first year than in later years ( Fokkens-Bruinsma et al, 2020 ). The reason lies in the importance of the foundation of knowledge and strategies in the first and later years.…”

Section: Introductionmentioning

confidence: 99%

“…Especially attention needs to be paid to a smooth transition from secondary institutions to higher education. It concerns challenges in new students’ educational environments, new academic tasks, networking, acquiring a new identity, and competitiveness among peers ( Fokkens-Bruinsma et al, 2020 ). Therefore, students need to be prepared for the expectations of studying at a university in the preparation phase, which currently has a lack of research ( Fokkens-Bruinsma et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…It concerns challenges in new students’ educational environments, new academic tasks, networking, acquiring a new identity, and competitiveness among peers ( Fokkens-Bruinsma et al, 2020 ). Therefore, students need to be prepared for the expectations of studying at a university in the preparation phase, which currently has a lack of research ( Fokkens-Bruinsma et al, 2020 ). Research conducted among first-year students concludes that time management and autonomous motivation are favorable predictors of achievement, while classroom engagement seems important later on.…”

Section: Introductionmentioning

confidence: 99%

“…Research conducted among first-year students concludes that time management and autonomous motivation are favorable predictors of achievement, while classroom engagement seems important later on. Students should have personalized trajectories from the moment they enter a university ( Fokkens-Bruinsma et al, 2020 ). Thus, the authors of this study also want to propose a few practical recommendations how to develop and maintain students’ self-regulation learning in a new online environment to help them achieve their learning goals and successfully complete their university studies.…”

Section: Introductionmentioning

confidence: 99%

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University Students and Their Ability to Perform Self-Regulated Online Learning Under the COVID-19 Pandemic

et al. 2022

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The COVID-19 pandemic has affected all aspects of the educational system, including students’ learning styles, which are heavily dependent on self-regulated studying strategies and motivation. The purpose of this study was to discover whether Central European students, in this case the Slovak and Czech students, were able to perform self-regulated learning during online learning under the COVID-19 pandemic to achieve their learning goals and improve academic performance, as well as to propose a few practical recommendations how to develop and maintain students’ self-regulation learning in this new online environment. The methodology was based on a questionnaire survey conducted among 268 students at two Central European universities in February and March 2021. The findings indicate that Central European students seemed to be able to perform their online self-study, especially in regard to personal competencies, meaningfulness and motivation. They reported higher awareness of their strengths and weaknesses in learning, time management, and/or the usefulness of making an effort to study. However, the findings reveal an urgent need for more work to be done in the area of metacognitive strategies, such as reflective and critical thinking, analyzing and evaluating. In this respect, the teacher’s role is replaceable since s/he serves as a facilitator and promotes these metacognitive strategies by providing students with constructive feedback, monitoring their learning, reviewing their progress, and/or providing opportunities to reflect on their learning. There were not any striking differences between the Czech and Slovak students. Nevertheless, Slovak students (females in particular) seemed to be more self-disciplined and goal-oriented in their learning.

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Gender difference in the relationship between academic self‐efficacy, personal growth initiative, and engagement among Turkish undergraduates: A multigroup modeling

Gülşen

Şahin

2023

Psychology in the Schools

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This study examines the mediating role of personal growth initiative in the relationship between academic self‐efficacy and engagement by examining gender differences. The novelty of this study lies in its focus on the mediating role of personal growth initiative and its examination of gender differences in the relationship between academic self‐efficacy and engagement. By examining if there are any differences in the links between the variables based on gender, this research gives important insight into how these factors influence academic life for different student groups. The data was collected from 607 (333 female and 274 male) full‐time undergraduate students. LISREL was used to test the structural model. We tested the hypotheses that academic self‐efficacy is positively associated with student engagement, personal growth initiative mediates the relationship between academic self‐efficacy and student engagement, and whether there is a gender difference in this mediation model. The findings show that personal growth initiative has a partial mediating role in the relationship between academic self‐efficacy and engagement. In addition, there is no difference between gender‐based groups, and the bootstrap analyses support these findings. Gender does not make a difference in the model because college students may evaluate higher education as increasing their future employment opportunities.

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First-year academic achievement: the role of academic self-efficacy, self-regulated learning and beyond classroom engagement

Cited by 29 publications

References 32 publications

In search of valid non-cognitive student selection criteria

In search of valid non-cognitive student selection criteria

University Students and Their Ability to Perform Self-Regulated Online Learning Under the COVID-19 Pandemic

Gender difference in the relationship between academic self‐efficacy, personal growth initiative, and engagement among Turkish undergraduates: A multigroup modeling

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