Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/3573
Title: A latent profile analysis of first-year university students’ academic expectations
Other Titles: Un análisis de perfil latente de las expectativas académicas de estudiantes universitarios de primer curso
Authors: Araújo, Alexandra M.
Gomes, Cristiano Mauro Assis
Almeida, Leandro S.
Núñez, José Carlos
Keywords: Latent profile analysis
Person-centered
Expectations
Higher education
First-year students
Issue Date: 2019
Publisher: Universidad de Murcia
Citation: Araújo, A. M., Assis Gomes, C. M., Almeida, L. S., & Núñez, J. C. (2018). A latent profile analysis of first-year university students’ academic expectations. Anales de Psicología / Annals of Psychology, 35(1), 58–67. https://doi.org/10.6018/analesps.35.1.299351. Disponível no Repositório UPT, http://hdl.handle.net/11328/3573
Series/Report no.: ;35(1)
Abstract: Academic expectations are an important variable in the explana-tion of adaptation and academic success in higher education. This paper uses latent profile analysis as a person-centered statistical approach to clas-sify students into groups of similar typesof expectations for higher educa-tion, at the beginning of the first year in university. Participants were 2,478 first-year Portuguese students. Based on the scores of seven dimensions of expectations, we identified six classes of students. Most students (84%) presented moderate levels of expectations, while 8% and 4%, respectively, reported very high and low expectations. One class represented a group of students (4%) with high expectations for the quality of education and for political engagement and citizenship and lower expectations for social in-teraction and attending to social pressures. Male and older students showed more positive expectations. Students from privileged family back-grounds are more likely to present higher expectations for political en-gagement and citizenship experiences, and lower expectations for social in-teraction and leisure and attending to social pressures.
URI: http://hdl.handle.net/11328/3573
ISSN: 0212-9728 (Print)
1695-2294 (Electronic)
Appears in Collections:INPP - Artigos em Revistas Internacionais / Papers in International Journals

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