Students' transition into higher education: The role of self‐efficacy, regulation strategies, and academic achievements

Mastrokoukou, Sofia; Longobardi, Claudio; Bozzato, Paolo; Gastaldi, Francesca Giovanna Maria; Berchiatti, Martina

doi:10.1111/hequ.12374

Cited by 14 publications

(14 citation statements)

References 49 publications

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“…Additionally, Pintrich (2004) highlighted the importance of self-regulation in goal-setting, learning control, motivation, and behavior. This is consistent with Lin et al's (2023) study, which found that students with higher self-efficacy and self-regulation strategies had better academic performance.…”

Section: These Are the Suggestions From The Studysupporting

confidence: 92%

Comparing the Self-regulation of Grade 9th Students with Different Personalities and Studying in Schools of Different Sizes

Phusee-orn¹,

Pongteerawut²

2023

HES

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The objective of this research is to study and compare the self-regulation of grade 9th students with different personality types and who study in schools of different sizes. The sample group used in this study consisted of 860 students from Sisaket province, Thailand, who were randomly selected through a multi-stage random sampling method. Of these, 185 students had an extroverted personality type, while 675 had an introverted personality type, and they were studying in special large schools (216 students), large schools (160 students), medium-sized schools (302 students), and small schools (182 students). The research tool used was a self-regulation assessment questionnaire, which is a 5-point Likert scale questionnaire with 9 questions, having an internal consistency (IOC) ranging from 0.60 to 1.00, item total correlation ranging from 0.62 to 0.82, and reliability of 0.93. The data was analyzed using statistical techniques such as mean, standard deviation (S.D.), Two-way ANOVA, and Bonferroni. The research findings revealed that: 1) there was no interaction between personality type and school size in relation to self-regulation, 2) grade 9th students with different personality types (extroverted vs. introverted) showed statistically significant differences in self-regulation, with introverted students having higher levels of self-regulation than extroverted students, and 3) grade 9th students who studied in schools of different sizes (special large, large, medium, and small) showed significant differences in self-regulation.

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Section: These Are the Suggestions From The Studysupporting

confidence: 92%

Comparing the Self-regulation of Grade 9th Students with Different Personalities and Studying in Schools of Different Sizes

Phusee-orn¹,

Pongteerawut²

2023

HES

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“…When students are autonomously motivated, they reflect, evaluate, and integrate the learning content in line with their own personal interests and goals, and studies have shown that autonomously motivated students exert more effort into learning activities (Reeve et al, 2002;Joussemet et al, 2004;Howard et al, 2021) and are more resilient when facing challenging assignments (Xu et al, 2018(Xu et al, , 2021Lin et al, 2022). Effort has been shown to correlate with both academic achievements, increased recollection, and perceived competence, hence it constitutes a wide aspect of student functioning (Schmid and Bogner, 2015;Xu et al, 2018).…”

Section: Correlates Of Motivation and Student Functioningmentioning

confidence: 99%

The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

2023

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According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher education setting. The sample consisted of 414 Norwegian university students recruited from introductory calculus courses. Structural equation modeling indicated that perceived autonomy support predicts autonomous motivation and is negatively linked to controlled motivation. Autonomy thwarting is negatively linked to autonomous motivation and positively predicts controlled motivation. We found that autonomous motivation predicts engagement, effort, and learning. Controlled motivation is negatively linked to vitality and engagement, and positively predicts effort. The results are in line with the tenets of Self-Determination Theory, and the present study highlights the importance of providing an autonomy supportive environment during higher education lectures.

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“…In the educational path there are many challenging transition periods such as transition to higher education institutions (HEI) or to work life (Lin et al 2023). For example, university studies do not always match with expectations or studies proceed as planned (Jansen and Suhre 2010;Valto and Nuora 2019).…”

Section: Introductionmentioning

confidence: 99%

“…This increases dropout rates that is a major issue for HEIs (Hailikari and Nevgi 2010). Therefore, it is important to ensure an effective transition both for promoting the well-being of young people and remain productive in the educational sector to match the massive constantly growing need for education (Lin et al 2023;Ikävalko, Pernaa, and Aksela 2023).…”

Section: Introductionmentioning

confidence: 99%

“…For upper-secondary students one of the aims was to offer an overview of university life. Reflecting the introduced research background, we aimed to support young people in career planning through the course and facilitate the transition from upper secondary to further education or from higher education to work career (Jansen and Suhre 2010;Valto and Nuora 2019;Hailikari and Nevgi 2010;Ikävalko, Pernaa, and Aksela 2023;Lin et al 2023). A more detailed course description can be found in the Methods section.…”

Section: Introductionmentioning

confidence: 99%

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Promoting Institutional Cooperation through a Joint Project-Based Learning Course: A Case Study of Upper-Secondary School and University Students’ Experienced Relevance

Ikävalko,

Pernaa,

Haatainen

et al. 2023

Preprint

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There is a great need to develop research-based models for supporting collaboration between educational institutions. Collaboration models are needed, for example, to assist the transition from lower educational level to higher education or from higher education to work life. In this research, collaboration was conducted through a joint upper-secondary school and university course that addressed global challenges by using a project-based learning approach. There is a shortage of research exploring students’ perceptions of collaboration. Therefore, the main purpose of this qualitative case study is to explore the relevance of the joint course for students and university students. The research was guided by the following research question: What kind of relevance did the students experience in the joint project-based learning course? The data was gathered using questionnaires, interviews, and reflective study reports. The data was analyzed via theory-based content analysis where research-oriented relevance model was used as the analysis framework. The analysis framework enabled categorizing experienced relevance on individual, vocational and societal dimensions. Altogether, the analysis produced 7 relevance categories for upper-secondary students and 9 for university students. According to the analysis, upper-secondary school students felt that the course offered the most on an individual relevance dimension whereas university students experienced the vocational relevance dimension most diverse. As the main conclusion, this research produced new insights on the experienced relevance of upper-secondary level and higher education cooperation from the students’ point of view. The acquired knowledge can be useful for everyone developing new cross-institutional cooperation models.

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Students' transition into higher education: The role of self‐efficacy, regulation strategies, and academic achievements

Cited by 14 publications

References 49 publications

Comparing the Self-regulation of Grade 9th Students with Different Personalities and Studying in Schools of Different Sizes

Comparing the Self-regulation of Grade 9th Students with Different Personalities and Studying in Schools of Different Sizes

The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

Promoting Institutional Cooperation through a Joint Project-Based Learning Course: A Case Study of Upper-Secondary School and University Students’ Experienced Relevance

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