scholarly journals Correction to: First-year university students’ academic success: the importance of academic adjustment

2018 ◽  
Vol 33 (4) ◽  
pp. 769-769 ◽  
Author(s):  
Els C. M. van Rooij ◽  
Ellen P. W. A. Jansen ◽  
Wim J. C. M. van de Grift
Keyword(s):  
Academic Success ◽  
University Students ◽  
Academic Adjustment ◽  
First Year ◽  
First Year University

scholarly journals First-year university students’ academic success: the importance of academic adjustment

2017 ◽  
Vol 33 (4) ◽  
pp. 749-767 ◽  
Author(s):  
Els C. M. van Rooij ◽  
Ellen P. W. A. Jansen ◽  
Wim J. C. M. van de Grift
Keyword(s):  
Academic Success ◽  
University Students ◽  
Academic Adjustment ◽  
First Year ◽  
First Year University

scholarly journals Autonomy Supportive Contexts, Autonomous Motivation, and Self-Efficacy Predict Academic Adjustment of First-Year University Students

2018 ◽  
Vol 3 ◽  
Author(s):  
Laura Girelli ◽  
Fabio Alivernini ◽  
Fabio Lucidi ◽  
Mauro Cozzolino ◽  
Giulia Savarese ◽  
...  
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Academic Adjustment ◽  
Autonomous Motivation ◽  
First Year ◽  
First Year University

scholarly journals The Impact of High School Program Reform on First-Year University Students’ Academic Performance. Case Study: Biology

2021 ◽  
Vol 8 (3) ◽  
pp. 23
Author(s):  
Mimoza Milo ◽  
Anila Paparisto ◽  
Flamur Bidaj ◽  
Fatmira Shehu
Keyword(s):  
High School ◽  
Academic Success ◽  
University Students ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Academic Preparation ◽  
First Year ◽  
First Year University ◽  
The Impact ◽  
Students Success

The student transition from high school to university is a complex process in which various factors operate. One of these factors is the degree of the students’ academic preparation in certain subjects. This article analyzes the impact of this factor on the students’ success in the first year of university studies, in the conditions when the subject program in high school has been reformed. This impact on the students’ success, which is expressed both in the degree of academic preparation and in the students’ attitude in the relevant subject, has been assessed employing statistical analysis. The analysis covers a period of 3 years (2017-2020), and is based on a sample of first year students of the Bachelor degree in Biology. The results of the questionnaire, conducted with first year university students, show the impact of their high school academic preparation on the success they have in the first year of university. This success is measured by assessing the change in average grade and their pass rates. Evidence of the impact of this factor in teaching has helped to know in detail these intermediate phases of this process. The built model makes it possible to analyze the impact of the high school curriculum reform on the students’ success, creating the opportunity for further improvements. Despite the fact that the object of the study is the Biology curriculum and the evaluation of the impact in academic success of students who graduated from high schools where a competence based curriculum was implemented, this methodology can be used for the study in other subjects, especially life sciences.

scholarly journals Predicting First Year University Students’ Academic Success

2017 ◽  
Vol 7 (19) ◽  
Author(s):  
Aboma Olani
Keyword(s):  
Academic Success ◽  
University Students ◽  
First Year ◽  
Las Mujeres ◽  
First Year University ◽  
Estudiantes Universitarios

Introducción: El abandono universitario prematuro debido al fracaso académico puede resultar problemático para los estudiantes, las familias y los educadores. En un mayor esfuerzo para comprender los factores asociados al éxito académico en la universidad, se examinaron medidas de redimiendo académico previo (puntuación media de acceso a la universidad, PPA), puntuaciones en test de aptitud, nota de selectividad y variables psicológicas (motivación, autoeficacia) en alumnado para predecir su nota media del primer año de carreraMétodo: Las puntuaciones académicas previas de 3301 estudiantes universitarios de primer año se obtuvieron mediante archives de datos previos. De la muestra total, 214 estudiantes rellenaron un autoinforme relativo a variables psicológicas. Los datos fueron analizados medainte análisis de regresión múltiple. La regresión fue utilizada para explicar el grado de predicción de la nota media obtenida durante el primer año de carrera predicha por las variables psicológicas analizadas y la puntuación media previa al ingreso en la universidad. El análisis de regresión múltiple por pasos se utilizó para identifican los predictores más importantes de la nota media del primer año de carrera.Resultados. Los resultados muestran que la combinación de las puntuaciones académicas y las variables psicológicas explican un 17% de la varianza encontrada en las puntuaciones medias obtenidas el primer año de universidad. La contribución única de las variables psicológicas explica el 4% de la varianza. Se observa un mayor porcentaje de la varianza explicada en nota media entre las mujeres (34%) en comparación con los hombres (15%). Además, la nota media de acceso a la universidad aparece como un predictor significativo para el rendimiento universitario en ambos sexos.Conclusión. Los resultados del estudio apoyan la conclusión de el rendimiento académico previo a la universidad predice los resultados obtenidos en la universidad. Los efectos de las varaibles psicológicas en el rendimiento no son significativos. Basadas en los hallazgos del estudio, se presentan algunas implicaciones prácticas para los servicios de apoyo al estudiante y el servicio de admisión universitaria.

scholarly journals Binge Drinking, Cannabis Co-Consumption and Academic Achievement in First Year University Students in Spain: Academic Adjustment as a Mediator

2020 ◽  
Vol 17 (2) ◽  
pp. 542 ◽  
Author(s):  
María Fernanda Páramo ◽  
Fernando Cadaveira ◽  
Carolina Tinajero ◽  
María Soledad Rodríguez
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Binge Drinking ◽  
Academic Adjustment ◽  
Mediation Effect ◽  
First Year ◽  
Grade Point ◽  
Cannabis Consumption ◽  
First Year University ◽  
The Impact

Little is known about how binge drinking or the combination of binge drinking and cannabis consumption affect academic achievement in students during the transition to university, or about the mechanisms that mediate this relationship. The purpose of this study was to evaluate the association between this pattern of alcohol/cannabis consumption and academic achievement, considering academic adjustment as a possible mediator. A total of 258 Spanish, first-year university students (145 females and 113 males), enrolled in undergraduate degree courses, were categorized into three groups on the basis of their patterns of alcohol/cannabis consumption: control, binge drinkers and co-consumers. The findings showed a significant effect of the combined binge drinking/cannabis consumption, but not of binge drinking alone, upon academic achievement and academic adjustment. Grade point average (GPA) and academic adjustment were lower in the co-consumers than in the other groups. Regarding the mediation effect, 34.33% of the impact of combined alcohol/cannabis use on GPA was mediated by academic adjustment. The combined consumption of alcohol and cannabis led to difficulties in adaptation to academic life, which in turn contributed to poorer performance at university. The implications of the findings are discussed.

scholarly journals The Effects of a Peer Mentoring Program on Academic Success Among First Year University Students

2003 ◽  
Vol 33 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Susan Rodger ◽  
Paul F. Tremblay
Keyword(s):  
Academic Success ◽  
University Students ◽  
Academic Motivation ◽  
Peer Mentoring ◽  
Control Group ◽  
First Year ◽  
Mentoring Program ◽  
First Year Students ◽  
Final Grades ◽  
First Year University

The present study examines the effect of participation of first-year university students in a full-year peer mentoring program as well as individual differences in motivation in relation to outcome measures of retention and achievement. A sample of 983 first year students completed the Academic Motivation Inventory (Tremblay, 1998) and agreed to provide final grades; 537 students were randomly assigned to participate in the program, while the remainder served as a control group. Mentored students who continued to participate mid-way through the second semester had significantly higher final grades than did students in the control group. There was no effect on retention from year one to year two, however data are being collected on retention and grades for all groups for the length of their undergraduate careers. Students high in anxiety in the mentored group showed achievement comparable to that of low anxiety program participants, whereas students in the control group with high anxiety scored significantly worse on achievement than did their low anxiety counterparts.

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