The Mediating Effects of Approaches to Learning on the Academic Success of First-Year College Students

Autor/inn/en	Valadas, Sandra T.; Almeida, Leandro S.; Araújo, Alexandra M.
Titel	The Mediating Effects of Approaches to Learning on the Academic Success of First-Year College Students
Quelle	In: Scandinavian Journal of Educational Research, 61 (2017) 6, S.721-734 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valadas, Sandra T.) ORCID (Almeida, Leandro S.) ORCID (Araújo, Alexandra M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2016.1188146
Schlagwörter	College Freshmen; Academic Achievement; Predictor Variables; Foreign Countries; Student Satisfaction; Higher Education; Study Skills; Measures (Individuals); Factor Analysis; Statistical Analysis; Structural Equation Models; Maximum Likelihood Statistics; Portugal + Suchen Sie Ihr Suchwort? Studienanfänger; Schulleistung; Prädiktor; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studientechnik; Messdaten; Faktorenanalyse; Statistische Analyse
Abstract	Students' personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students' approaches to learning (SAL), satisfaction (linked to commitment and persistence), study time (effort), and prior academic achievement. This study analyzes the combined effect of these predictors on perceived academic success. Data from 247 students was collected using the Approaches and Study Skills Inventory for Students and other specific measures to assess presage and process variables of academic success. Although academic success is multidimensional and difficult to explain, factors such as prior academic achievement, satisfaction with the course, SAL, and study time contribute to explain perceived academic success in first-year college students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01