The Predictive Role of Prior Achievements and Conceptions of Learning in University Success: Evidence from a Retrospective Longitudinal Study in the Italian Context

Autor/inn/en	Vettori, Giulia; Vezzani, Claudio; Pinto, Giuliana; Bigozzi, Lucia
Titel	The Predictive Role of Prior Achievements and Conceptions of Learning in University Success: Evidence from a Retrospective Longitudinal Study in the Italian Context
Quelle	In: Higher Education Research and Development, 40 (2021) 7, S.1564-1577 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vettori, Giulia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1817875
Schlagwörter	Prior Learning; Academic Achievement; Grades (Scholastic); High School Students; Undergraduate Students; Student Adjustment; Late Adolescents; Maturity Tests; Personal Autonomy; Self Efficacy; Performance Factors; Foreign Countries; Predictor Variables; Italy + Suchen Sie Ihr Suchwort? Vorkenntnisse; Schulleistung; Notenspiegel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adjustment; Adaptation; Halbstarker; Abitur; Reifeprüfung; Individuelle Autonomie; Self-efficacy; Selbstwirksamkeit; Leistungsindikator; Ausland; Prädiktor; Italien
Abstract	This study focused on the transition from upper-secondary school to university. Specifically, it examined whether prior academic achievements and conceptions of learning at the time of completion of upper-secondary school predicted short- and long-term university success (grades at the bachelor's and master's levels). A total of 171 psychology students (M[subscript age] = 23.99) participated in this retrospective longitudinal study. At the end of upper-secondary school, they completed the self-report instrument Learning Conceptions Questionnaire. Subsequently, their upper-secondary school-leaving certificate grades and grades at the bachelor's and master's degree levels were retrieved from their university database. The analytic results of Generalized Estimating Equations (GEE) revealed that upper-secondary school-leaving certificate grades and grades at the bachelor's and master's degree were significantly associated with each other. Furthermore, the conception of learning as 'Opportunities and self-efficacy' significantly predicted both upper-secondary school-leaving certificate grades and grades in bachelor's and master's degrees. Upper-secondary school students' conception of learning was linked to psychological engagement and personal agency, as well as high school-leaving certificate grades increasing the likelihood of attaining successful university performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01