A longitudinal study: Affective wellbeing, psychological wellbeing, self‐efficacy and academic performance among first‐year undergraduate students

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

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Strengths and satisfaction in first year undergraduate students: A longitudinal study

The Journal of Positive Psychology ◽

10.1080/17439760.2019.1676458 ◽

2019 ◽

Vol 16 (1) ◽

pp. 94-104

Author(s):

Blake A. Allan ◽

Rhea L. Owens ◽

Taewon Kim ◽

Richard P. Douglass ◽

James Hintz

Keyword(s):

Longitudinal Study ◽

Undergraduate Students ◽

First Year

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The impact of self-efficacy on first onset and prognosis of major depressive disorder: Findings from a longitudinal study in a sample of Chinese first-year university students – Corrigendum

Psychological Medicine ◽

10.1017/s0033291721003627 ◽

2021 ◽

pp. 1-1

Author(s):

JianLi Wang ◽

Debiao Liu ◽

Guoliang Li ◽

Jin Zhu ◽

Song Yue ◽

...

Keyword(s):

Major Depressive Disorder ◽

Longitudinal Study ◽

Depressive Disorder ◽

University Students ◽

Self Efficacy ◽

First Year ◽

Major Depressive ◽

First Onset ◽

First Year University ◽

The Impact

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Learning Strategies Model to Enhance Thai Undergraduate Students’ Self-Efficacy Beliefs in EIL Textual Reading Performance

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.8n.6p.19 ◽

2017 ◽

Vol 8 (6) ◽

pp. 19

Author(s):

Jiraporn Kakaew ◽

Anamai Damnet

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Undergraduate Students ◽

Self Efficacy ◽

English Education ◽

Reading Performance ◽

Efficacy Beliefs ◽

First Year ◽

Language Learning Strategies ◽

Thai Students

This classroom based research of a learning strategies model was designed to investigate its application in a mixed-ability classroom. The study built on Oxford’s language learning strategies model (1990, 2001) and fulfilled it with rhetorical strategies to accommodate challenges encountered in the paradigm of English as an international language (EIL). The main purpose aimed to explore Thai students’ self-efficacy beliefs (SE) in reading different texts regarding both Western and Asian styles after receiving a strategies-based training. In this research, thirty-three first-year undergraduate students majoring in English Education were purposively selected as participants for the training. The data from pre and post questionnaires focusing on students’ self-efficacy beliefs was analyzed using descriptive statistic and thematic analysis. The results revealed that students believed to have higher efficacy in EIL textual reading after learning strategies-based training. The presentation will also include discussion and suggestion in implementing rhetorical-language learning strategies in the classroom.

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Validate the Use of College Self Efficacy Inventory for Measuring Psychosocial Factors on Indian Students

International Journal of Indian Psychology ◽

10.25215/0204.037 ◽

2015 ◽

Vol 2 (4) ◽

Author(s):

Dr. Rachna Jain ◽

Ms. Bharti Chaudhary

Keyword(s):

Undergraduate Students ◽

Self Efficacy ◽

Research Question ◽

College Experience ◽

First Year ◽

Validity Evidence ◽

Social Self ◽

The Social ◽

Watson Test ◽

Indian Students

The purpose of this study was to apply the College Self-Efficacy Inventory (CSEI) scale to measure the social and psychological factors on Indian students. The major research question of the study is to answer whether the CSEI scale fit the data. The sample of the study is 141 in BBA and B.Com (H) first year in affiliated college of Guru Gobind Singh Indraprastha University Delhi. Path analysis has been used in the study to examine the interrelationship between course-roommate-social self-efficacy. To analyse the data correlation, CFI, RMSEA, Cron bach alpha, regression weights, Durbin – Watson test etc. has been used. The study found affirmative steps in collecting validity evidence for the CSEI scale as well as found significant inter – relationship between course-roommate-social self-efficacy of Indian undergraduate students. It has been also found that CSEI scale can be used to measure college self- efficacy for the broader college experience of Indian students.

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Self-Efficacy and Academic Performance in Algebra among First-Year Private Non – Sectarian High School Students

JPAIR Multidisciplinary Research ◽

10.7719/jpair.v17i1.281 ◽

2014 ◽

Vol 17 (1) ◽

Author(s):

Lolly Jean C. Simbulas

Keyword(s):

High School ◽

Academic Performance ◽

High School Students ◽

Self Efficacy ◽

Standardized Test ◽

Cognitive Strategies ◽

Survey Method ◽

First Year ◽

School Students ◽

First Year Students

The determinants of students’ academic performance caught the attention of many scholars for many years now. Among other factors, self-efficacy proved to be an important predictor of academic performance. In an educational context, self-efficacy refers to students’ expectations about their ability to complete academic tasks successfully. Learners, who are unsure of their ability to complete the task, often give up when they encounter difficulties. This study tested the relationship between self-efficacy and academic performances in Algebra among first-year private non-sectarian high school students. The research design was descriptive- correlation survey method that utilizes a modified tool in Algebra self-efficacy scale in order to gather data from 163 first-year students from different high schools in Davao City. The academic performance measured in this study was based on students’ third-quarter grades. Data were treated using Mean and Pearson Product - Moment Coefficient of Correlation. The results of the study indicated that the level of students’ self–efficacy on Motivational Strategies, Cognitive Strategies, Resource Management, and Self-Regulated Learning is high. Furthermore, students’ level on academic performance in Algebra is satisfactory. Self-efficacy was not significantly related to academic performance in Algebra. The study recommends using a standardized test in algebra to measure students’ academic performance and with a bigger sample proportionate to the population of each school.Keywords— Mathematics Education, self–efficacy, academic performance, algebra, first year students, private non-sectarian, descriptive-correlational design, Davao City, Philippines

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The relationships between personality, perceptual, cognitive and technological variables and students’ level of information literacy

Journal of Librarianship and Information Science ◽

10.1177/0961000617742450 ◽

2017 ◽

Vol 51 (2) ◽

pp. 527-544 ◽

Cited By ~ 4

Author(s):

Noa Aharony ◽

Hadas Gur

Keyword(s):

Learning Strategies ◽

Undergraduate Students ◽

Information Literacy ◽

Self Efficacy ◽

Computer Use ◽

Primary Source ◽

Openness To Experience ◽

First Year ◽

First Semester ◽

First Year University

The Internet is students’ primary source of information, and the question that arises is whether students know how to evaluate the information they find on the Web. The present research aimed to explore whether openness to experience, curiosity, learning strategies, technological skills, and self-efficacy in computer use are associated with undergraduate students’ information literacy level. The research was conducted in Israel during the first semester of the 2014 academic year and included 180 first-year university students. Seven questionnaires were used to gather data on personal details, information literacy, computer mastery, curiosity, and openness to experience, self-efficacy in computer use, and learning strategies. Results confirm that the personality characteristics of openness to experience and curiosity, as well as cognitive variables such as deep learning strategies, the perceptual variable of self-efficacy in computer use, and computer mastery affect students’ level of information literacy.

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Investigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science

CBE—Life Sciences Education ◽

10.1187/cbe.14-11-0203 ◽

2016 ◽

Vol 15 (4) ◽

pp. ar61 ◽

Cited By ~ 8

Author(s):

Erica Jeffery ◽

Kathy Nomme ◽

Thomas Deane ◽

Carol Pollock ◽

Gülnur Birol

Keyword(s):

Academic Performance ◽

Undergraduate Students ◽

Student Attitudes ◽

English Language ◽

Academic Support ◽

Academic Experiences ◽

First Year ◽

Language Experience ◽

Positive Effects ◽

Attitudes About Science

Students’ academic experiences can influence their conceptualization of science. In contrast experts hold particular beliefs, perceptions, opinions, and attitudes about science that are often absent in first-year undergraduate students. Shifts toward more expert-like attitudes and views have been linked to improved student engagement, critical-thinking ability, conceptual understanding, and academic performance. In this study, we investigate shifts in attitudes and views toward science by students in four biology classes with differences in student enrollment, academic support, and instruction. We observe significant, positive effects of enrollment in a guided-inquiry lab course and academic performance on the percentage of expert-like student attitudes and views at the end of term. We also identify variation in two aspects of student attitudes and views: 1) confidence and interest and 2) understanding and acceptance. In particular, enrollment in the lab course boosts student confidence and interest in scientific inquiry in the short term, even for students with low academic performance or little English-language experience. Our results suggest that low-performing students in particular may require additional opportunities for experiential learning or greater academic support to develop expert-like perceptions of biology as a science.

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RELATIONSHIPS BETWEEN SELF-EFFICACY, COPING AND STUDENT RETENTION

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2006.34.2.127 ◽

2006 ◽

Vol 34 (2) ◽

pp. 127-138 ◽

Cited By ~ 47

Author(s):

Tracey J. Devonport ◽

Andrew M. Lane

Keyword(s):

Student Retention ◽

Undergraduate Students ◽

Time Use ◽

Self Efficacy ◽

Factor Model ◽

First Year ◽

First Year Students ◽

Efficacy Measure ◽

Academic Year ◽

Insight Into

Relationships between self-efficacy, coping and retention among first-year undergraduate students were investigated. Qualitative methods were used to develop a self-efficacy measure assessing confidence to achieve those competencies required to successfully complete the first year of an undergraduate degree. One hundred and thirty-one first-year students completed a 40-item self-efficacy questionnaire and the MCOPE (Crocker & Graham, 1995) at the start of the academic year. Factor analysis indicated a coherent 5-factor model that described self-efficacy to manage time, use learning resources, work in groups, work well in lectures, and communicate. Results indicated that the coping strategies of planning and seeking social support for instrumental purposes significantly related to more than one self-efficacy factor and that self-efficacy scores taken at the start of the course could correctly classify 81.3% of students who subsequently withdrew. Findings lend insight into the association between strategies used to cope with environmental and interpersonal demands, and self-efficacy to cope with the demands of an undergraduate degree.

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