Predicting Freshmen's Academic Adjustment and Subsequent Achievement: Differences between Academic and Professional Higher Education Contexts

Autor/inn/en	Willems, Jonas; van Daal, Tine; van Petegem, Peter; Coertjens, Liesje; Donche, Vincent
Titel	Predicting Freshmen's Academic Adjustment and Subsequent Achievement: Differences between Academic and Professional Higher Education Contexts
Quelle	In: Frontline Learning Research, 9 (2021) 2, S.28-49 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Student Adjustment; Student Motivation; Secondary School Students; College Freshmen; Academic Education; Professional Education; Vocational Education; Track System (Education); Self Efficacy; Self Management; Academic Achievement; Predictor Variables; Longitudinal Studies; Learning Strategies; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulische Motivation; Sekundarschüler; Studienanfänger; Akademische Bildung; Berufsausbildung; Ausbildung; Berufsbildung; Leistungsgruppe; Leistungsdifferenzierung; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Schulleistung; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Belgien
Abstract	This study tests an integrative model, which delineates how students' academic motivation, academic self-efficacy and learning strategies (processing strategies and regulation strategies) at the end of secondary education impact academic adjustment in the first semester of the first year of higher education (FYHE) and subsequent academic achievement at the end of the FYHE, in two types of HE programmes. More precisely, the present study explores the extent to which the explanatory values of aforementioned determinants of academic adjustment and academic achievement differ across academic (providing more theoretical and scientific education) and professional (offering more vocational education that prepares students for a particular occupation, such as nursing) programmes. Hereto, multiple-group SEM analyses were carried out on a longitudinal dataset containing 1987 respondents (Academic programmes: N=1080, 54.4%; Professional programmes: N=907, 45.6%), using Mplus 8.3. Results indicate differences in the predictive power of determinants under scrutiny between professional and academic contexts. Firstly, learning strategies and motivational variables at the end of secondary education have more predictive power in the prediction of FYHE academic adjustment in the academic programmes than in professional programmes. Secondly, our results indicate that academic adjustment in the first semester of the FYHE influences academic achievement to a bigger extent in professional programmes than in academic programmes. Moreover, these differences across HE contexts were found after controlling for prior education. Implications of the findings are discussed. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01