Literaturnachweis - Detailanzeige
Autor/inn/en | Vettori, Giulia; Vezzani, Claudio; Bigozzi, Lucia; Pinto, Giuliana |
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Titel | Patterns of Academic Performances and Conceptions of Learning in On-Time, Delayed, and Dropout University Participants: A Cohort Retrospective Study |
Quelle | In: Educational Psychology, 41 (2021) 8, S.1024-1040 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Vettori, Giulia) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-3410 |
DOI | 10.1080/01443410.2021.1918643 |
Schlagwörter | Academic Achievement; Dropouts; Time to Degree; College Freshmen; High School Graduates; Grades (Scholastic); Student Attitudes; Graduate Students; Undergraduate Students; Bachelors Degrees; Masters Degrees; Longitudinal Studies; Correlation; Learning; Foreign Countries; Italy Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Studienanfänger; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Notenspiegel; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; 'Bachelor''s degrees'; Bachelor-Studiengang; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Lernen; Ausland; Italien |
Abstract | By focussing on previous academic performance (AP) and conceptions of learning (COL), the present study aimed to predict different university outcomes (on-time, delayed, and dropout status). A cohort of 194 participants was followed longitudinally. Only 24 participants had obtained both bachelor's and master's degrees on time; 147 obtained their bachelor's degree on time but had delayed the completion of their master's degree; 23 had dropped out of the university program. Upper-secondary-school students' leaving certificate grades were recorded, and their COL were explored through a validated self-report questionnaire. Later, university outcomes were collected. Discriminant analysis showed that the retrospectively delayed and dropout groups were significantly more likely to hold a conception of "Learning as a reduction of deficit knowledge and passive-receptive role" than on-time participants did. Furthermore, upper secondary leaving certificate grades were not significant predictors of the university outcomes considered. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |