First-year academic achievement: The role of academic self-efficacy, self-regulated learning and beyond classroom engagement

Marjon Fokkens-Bruinsma*, Carlien Vermue, Jan Folkert Deinum, Els van Rooij

*Bijbehorende auteur voor dit werk

Onderzoeksoutput: ArticleAcademicpeer review

2 Citaten (Scopus)

Samenvatting

A successful first year is of vital importance to academic achievement in higher education. How can we identify those students at risk at a very early stage, i.e. even before they have entered university? This study focuses on three pre-university factors, namely academic self-efficacy, self-regulated learning, in terms of autonomous motivation and time-management, and beyond classroom engagement. 2355 Dutch prospective first-year students in the fields of science, humanities and social sciences filled in our survey. Data on first year academic achievement in terms of grade point average (GPA) was obtained at the end of the first year. Prospective first-year students scored high on all of the variables; we found gender-related differences, favouring female students, as well as discipline-related differences. Time management and autonomous motivation were found to be positive predictors of achievement; beyond classroom engagement was a negative predictor of achievement. This paper contributes to the research on first-year academic achievement and emphasises the importance of providing students with personalised trajectories from the moment they enter university.
Originele taal-2English
Pagina's (van-tot)1115-1126
Aantal pagina's12
TijdschriftAssessment & Evaluation in Higher Education
Volume46
Nummer van het tijdschrift7
Vroegere onlinedatum19-nov-2020
DOI's
StatusPublished - 2021

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