Social and study related stressors and resources among university entrants: Effects on well-being and academic performance

Pluut, Helen; Curşeu, Petru Lucian; Ilies, Remus

doi:10.1016/j.lindif.2014.11.018

Cited by 53 publications

(55 citation statements)

References 58 publications

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“…The more distraction students reported and the worse their mood in situations when school-related activities were in conflict with leisure-related activities, the less time they reported to generally invest in studying, and the worse were their grades. Along this line, similar negative relationships recently have been found for more global indicators of leisure-study interference Pluut, Curşeu, & Ilies, 2015).…”

Section: Motivational Interference In Learningsupporting

confidence: 81%

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Studying against your will: Motivational interference in action

Grund

Schmid

Fries

2015

Contemporary Educational Psychology

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Section: Motivational Interference In Learningsupporting

confidence: 81%

“…Building on Hofer et al (2007), , and Pluut et al (2015), we assumed that continuous impairments during study-related activities due to conflicting alternatives show specific and negative relations with measures of academic functioning (Hypothesis 4).…”

Section: The Present Study: Motivational Interference During Everydaymentioning

confidence: 99%

Studying against your will: Motivational interference in action

Grund

Schmid

Fries

2015

Contemporary Educational Psychology

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“…However, the relationship of ethnicity with academic success cannot be concluded easily (Rienties et al, 2012) since contrasting findings have been found in different studies. Researchers in American and European universities noted that native students achieve greater GPAs than foreign students (Pluut, Curşeu, & Ilies, 2015;Smith, Journal of Education & Social Sciences 2016;Soria et al, 2013). An important reason of this finding might be the academic and social stress that foreign students face due to adjustment problems (Rienties et al, 2012).…”

Section: Factors Of Tertiary Academic Success At Macrosystem Level Etmentioning

confidence: 99%

Tertiary Academic Success: A Review of Factors in the Context of Ecological Model

Firdous¹,

Ali²

2017

J.educ.soc.sci

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Working in academic settings is an important area in community psychology and tertiary academia (education after high school) is of marked significance. Success in tertiary education is consequential for subsequent life and several factors are involved in it. The aim of this review paper was to analyze these factors within the context of Ecological Model of Dalton, Elias, and Wandersman (2007). In this model, environment has interconnected layers of proximal and distal systems which comprise five ecological levels of analysis: individuals, microsystem, organizations, localities and macrosystem. Specifically, the objectives of this study were to analyze the research work done on tertiary academic success factors in the years 2012-2016 at all ecological levels of analysis. Tertiary academic success in these studies has been measured in terms of GPA, grades, percentages, retention in course, completion of degree within time and academic success scales. Analysis of the factors of tertiary academic success at all community levels is needed to cut down attrition rates, improve student retention and help achieve good GPAs. This review highlights that the individual factors have been explored to a larger extent and factors related to other ecological levels are underexplored. The review contributes to field by enhancing the understanding of factors related to tertiary academic success. It may also assist educationists taking practical steps to help students achieve this success. Further theoretical and practical implications and directions for future research are discussed.

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“…El rendimiento académico (ra) es utilizado como un indicador del conocimiento adquirido por los estudiantes (Mingorance, Trujillo, Cáceres, & Torres, 2017). De allí que en el ámbito educativo se utiliza para evaluar la calidad de la educación en una institución académica (Pluut, Curşeu, & Ilies, 2015;Santhya, Zavier, & Jejeebhoy, 2015). Cabe mencionar que existe un amplio bagaje de estudios que investigan la influencia de factores cognitivos (inteligencia) y no cognitivos en el ra como rasgos de personalidad, entre otras (Ackerman & Beier, 2006;Rimfeld, Kovas, Dale, & Plomin, 2016).…”

Section: Introductionunclassified

Calibración de un banco de Ítems mediante el modelo de Rasch para medir razonamiento numérico, verbal y espacial

Ghío

Morán

Garrido

et al. 2020

Av. Psicol. Latinoam.

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En el ámbito educativo, las pruebas de inteligencia son consideradas una de las mejores predictoras del rendimiento académico de los estudiantes. El propósito de este estudio es la adaptación de un grupo de reactivos y la conformación de un banco de ítems (bi) que permita evaluar de manera precisa y objetiva algunas aptitudes cognitivas específicas (razonamiento verbal, numérico y espacial) y generar un indicador general de inteligencia. Para ello, se seleccionaron, tradujeron y administraron 255 preguntas del bi propuesto por los autores Russell y Carter. La muestra estuvo compuesta por 1140 estudiantes pertenecientes a la Universidad Nacional de Córdoba (Argentina), 616 del sexo femenino, 392 del sexo masculino y 132 que no reportaron el sexo, con edades comprendidas entre los 17 y 49 años (M = 20.29; DE = 3.25). Los datos se analizaron mediante el modelo de Rasch. Los resultados expresan que los ítems, en general, poseen adecuadas propiedades psicométricas tanto para las aptitudes específicas, como para los ítems que conforman un indicador general de inteligencia. Se recomienda la utilización del modelo de Rasch para la construcción o adaptación de pruebas y se discuten las implicancias de la utilización de este modelo en las pruebas de aptitudes cognitivas.

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Social and study related stressors and resources among university entrants: Effects on well-being and academic performance

Cited by 53 publications

References 58 publications

Studying against your will: Motivational interference in action

Studying against your will: Motivational interference in action

Tertiary Academic Success: A Review of Factors in the Context of Ecological Model

Calibración de un banco de Ítems mediante el modelo de Rasch para medir razonamiento numérico, verbal y espacial

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