First-Year Academic Achievement: The Role of Academic Self-Efficacy, Self-Regulated Learning and beyond Classroom Engagement

Autor/inn/en	Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan-Folkert; van Rooij, Els
Titel	First-Year Academic Achievement: The Role of Academic Self-Efficacy, Self-Regulated Learning and beyond Classroom Engagement
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 7, S.1115-1126 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vermue, Carlien) ORCID (van Rooij, Els)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1845606
Schlagwörter	College Freshmen; Academic Achievement; Self Efficacy; Learning Strategies; Self Control; Learner Engagement; Foreign Countries; Predictor Variables; Gender Differences; Student Motivation; Time Management; Grade Prediction; Netherlands + Suchen Sie Ihr Suchwort? Studienanfänger; Schulleistung; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstbeherrschung; Ausland; Prädiktor; Geschlechterkonflikt; Schulische Motivation; Zeitmanagement; Niederlande
Abstract	A successful first year is of vital importance to academic achievement in higher education. How can we identify those students at risk at a very early stage, i.e. even before they have entered university? This study focuses on three pre-university factors, namely academic self-efficacy, self-regulated learning, in terms of autonomous motivation and time-management, and beyond classroom engagement. 2355 Dutch prospective first-year students in the fields of science, humanities and social sciences filled in our survey. Data on first year academic achievement in terms of grade point average (GPA) was obtained at the end of the first year. Prospective first-year students scored high on all of the variables; we found gender-related differences, favouring female students, as well as discipline-related differences. Time management and autonomous motivation were found to be positive predictors of achievement; beyond classroom engagement was a negative predictor of achievement. This paper contributes to the research on first-year academic achievement and emphasises the importance of providing students with personalised trajectories from the moment they enter university. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01