Academic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performance

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dc.citation.issue1pt_BR
dc.citation.volume40pt_BR
dc.contributor.authorCasanova, Joana R.
dc.contributor.authorSinval, Jorge [UNIFESP]
dc.contributor.authorAlmeida, Leandro S.
dc.contributor.authorLatteshttp://lattes.cnpq.br/9227052078286181pt_BR
dc.coverage.spatialMurcia, Spainpt_BR
dc.date.accessioned2024-01-04T12:04:27Z
dc.date.available2024-01-04T12:04:27Z
dc.date.issued2024-01-01
dc.description.abstractHigher education can be hugely transformative for students and has an important role in empowering human capital, innovation, and society’s social, cultural, and environmental development. The expansion of higher education has promoted access for a more heterogeneous mix of students, but ensuring access does not guarantee academic success. This paper aims to analyse predictors of academic achievement in 447 first-year students in their 1st and 2nd semesters, considering variables including sex, age, parents’ educational level and grades on entering higher education, along with levels of students’ academic engagement and self-efficacy after some weeks at university. Results show statistically significant paths for sex, age, and GPA to 1st-semester achievement, for parent’s educational levels to perceived self-efficacy, for students’ academic engagement to 1st-semester achievement, and 1st-semester achievement to 2nd-semester achievement. Students’ academic engagement also had an indirect effect on the 2nd-semester achievement. The correlation between academic engagement and self-efficacy was positive, strong, and statistically significant. The model explained 35.2% of the variance in 2nd-semester achievement and 15.0% of the variance in 1st-semester achievement. Knowledge about predictors of academic achievement and the importance of engagement and self-efficacy will support timely interventions, promoting success and preventing failure and dropout.en
dc.description.sponsorshipFundação para a Ciência e a Tecnologia (FCT)pt_BR
dc.description.sponsorshipIDUIDB/01661/2020pt_BR
dc.description.sponsorshipIDUIDP/01661/2020pt_BR
dc.description.sponsorshipIDCPCA/A1/435377/2021pt_BR
dc.description.sponsorshipIDUIDB/00315/2020pt_BR
dc.format.extent44-53pt_BR
dc.identifierhttps://revistas.um.es/analesps/article/view/479151pt_BR
dc.identifier.citationCASANOVA, J. R.; SINVAL, J.; ALMEIDA, L. S. (2024). Academic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performance. Annals of Psychology, Murcia, v.40, n.1, p.44–53. https://doi.org/10.6018/analesps.479151en
dc.identifier.doi10.6018/analesps.479151pt_BR
dc.identifier.issn1695-2294pt_BR
dc.identifier.urihttps://repositorio.unifesp.br/handle/11600/70198
dc.languageengpt_BR
dc.publisherEditum - Servicio de Publicaciones de la Universidad de Murciaes
dc.relation.ispartofAnnals of Psychologypt_BR
dc.rightsinfo:eu-repo/semantics/openAccesspt_BR
dc.subjectHigher educationen
dc.subjectFirst-year studentsen
dc.subjectAcademic engagementen
dc.subjectSelf-efficacyen
dc.subjectAcademic achievementen
dc.titleAcademic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performanceen
dc.typeinfo:eu-repo/semantics/articlept_BR
unifesp.aperfeicoamentoNão se aplicapt_BR
unifesp.campusEscola Paulista de Medicina (EPM)pt_BR
unifesp.departamentoNão se aplicapt_BR
unifesp.especializacaoNão se aplicapt_BR
unifesp.graduacaoNão se aplicapt_BR
unifesp.graduateProgramSaúde Baseada em Evidênciaspt_BR
unifesp.knowledgeAreaPsicologiapt_BR
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