Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/1793
Title: The mediating effects of approaches to learning on the academic performance of first-year college students
Authors: Valadas, Sandra T.
Almeida, Leandro S.
Araújo, Alexandra M.
Keywords: Approaches to studying
ASSIST
Academic success
First-year higher education students
Issue Date: 2016
Publisher: Routledge
Citation: Valadas, S. T., Almeida, L. S., & Araújo, A. M. (2016). The mediating effects of approaches to learning on the academic performance of first-year college students. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2016.1188146. Disponível no Repositório UPT, http://hdl.handle.net/11328/1793
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.
URI: http://hdl.handle.net/11328/1793
Appears in Collections:INPP - Artigos em Revistas Internacionais / Papers in International Journals



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