دورية أكاديمية
Students' Transition into Higher Education: The Role of Self-Efficacy, Regulation Strategies, and Academic Achievements
| العنوان: | Students' Transition into Higher Education: The Role of Self-Efficacy, Regulation Strategies, and Academic Achievements |
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| اللغة: | English |
| المؤلفون: | Lin, Shanyan, Mastrokoukou, Sofia, Longobardi, Claudio (ORCID |
| المصدر: | Higher Education Quarterly. Jan 2023 77(1):121-137. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-usTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| الواصفات: | Student Adjustment, Self Efficacy, Self Control, Academic Achievement, College Freshmen, Foreign Countries, Questionnaires, Learning Strategies, Gender Differences |
| مصطلحات جغرافية: | Italy |
| معرفات التقييم و الدراسة: | Motivated Strategies for Learning Questionnaire |
| DOI: | 10.1111/hequ.12374 |
| تدمد: | 0951-5224 1468-2273 |
| مستخلص: | Transition into higher education (HE) has received increased interest in recent years, since it represents a challenging period for students. The aim of this study was to further understand the associations between self-efficacy, academic achievements, and regulation in first-year university students during their transition into HE. The convenience sample consisted of 374 first-year university students (230 females, 61.5%), aged from 18 to 33 (M = 19.86, SD = 1.51) and recruited from an Italian university. Self-efficacy was assessed using the Motivated Strategies for Learning Questionnaire; regulation strategies were assessed with the Inventory of Learning Patterns of Students; and a self-reported grade point average was taken as an indicator of each student's academic performance. Result shows that students' self-efficacy was positively associated with self-regulation and negatively associated with a lack of regulation. Students with higher self-efficacy and self-regulation strategies had better academic performance. Female students performed better in academic activities and adopted more external regulation strategies. The findings represent an opportunity for university institutions to consider the interventions they provide to first-year students in order to facilitate the successful transition from secondary school; they also provide researchers with further knowledge about the effect of self-efficacy, and regulation strategies on students' adjustment to HE. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الانضمام: | EJ1362742 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0951-5224 1468-2273 |
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| DOI: | 10.1111/hequ.12374 |