The mediating effects of approaches to learning on the academic performance of first-year college students

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dc.contributor.authorValadas, Sandra T.
dc.contributor.authorAlmeida, Leandro S.
dc.contributor.authorAraújo, Alexandra M.
dc.date.accessioned2017-03-23T16:12:56Z
dc.date.available2017-03-23T16:12:56Z
dc.date.embargo2018-07-01
dc.date.issued2016
dc.description.abstractStudents’ personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students’ approaches to learning (SAL), satisfaction (linked to commitment and persistence), study time (effort), and prior academic achievement. This study analyzes the combined effect of these predictors on perceived academic success. Data from 247 students was collected using the Approaches and Study Skills Inventory for Students and other specific measures to assess presage and process variables of academic success. Although academic success is multidimensional and difficult to explain, factors such as prior academic achievement, satisfaction with the course, SAL, and study time contribute to explain perceived academic success in first-year college students.pt_PT
dc.description.sponsorshipThis paper is financed by National Funds provided by the Foundation for Science and Technology through project [grant number UID/SOC/04020/2013]. The author received funding from the Portuguese Foundation for Science and Technology as a Post-Doctoral Grant [under grant agreement number SFRH/BPD/85856/2012].pt_PT
dc.identifier.citationValadas, S. T., Almeida, L. S., & Araújo, A. M. (2016). The mediating effects of approaches to learning on the academic performance of first-year college students. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2016.1188146. Disponível no Repositório UPT, http://hdl.handle.net/11328/1793pt_PT
dc.identifier.doidoi: 10.1080/00313831.2016.1188146pt_PT
dc.identifier.urihttp://hdl.handle.net/11328/1793
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherRoutledgept_PT
dc.relation.publisherversionhttp://dx.doi.org/10.1080/00313831.2016.1188146pt_PT
dc.rightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectApproaches to studyingpt_PT
dc.subjectASSISTpt_PT
dc.subjectAcademic successpt_PT
dc.subjectFirst-year higher education studentspt_PT
dc.titleThe mediating effects of approaches to learning on the academic performance of first-year college studentspt_PT
dc.typejournal articlept_PT
degois.publication.firstPage1pt_PT
degois.publication.lastPage14pt_PT
degois.publication.titleScandinavian Journal of Educational Researchpt_PT
dspace.entity.typePublicationen
person.affiliation.nameI2P - Instituto Portucalense de Psicologia
person.familyNameAraújo
person.givenNameAlexandra M.
person.identifier.ciencia-idF513-2F7A-A091
person.identifier.orcid0000-0003-4345-0856
person.identifier.ridF-5093-2012
person.identifier.scopus-author-id55749283100
relation.isAuthorOfPublication034a1fc8-5096-446d-ad59-be00e92093f0
relation.isAuthorOfPublication.latestForDiscovery034a1fc8-5096-446d-ad59-be00e92093f0

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